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HISTORICAL SKETCH 
AND NOTES 



Uttuma ^tate Normal £>ttyatii 

lBfifl-1310 



WRITTEN IN CONNECTION WITH THE PREPARATION 

FOR THE CELEBRATION OF THE 

FIFTIETH ANNIVERSARY 

OF THE OPENING OF THE INSTITUTION, 

JUNE 5-8, 1910 



s^Vs 



BY 

C. O. RUGGLES 

History and Social Science 

ASSISTED BY 

OTHER MEMBERS OF THE FACULTY 









Copyright 1910 
By Minnesota Normal School Board 



Jones & Kroeger Co. 
Printers and Binders 
Winona, Minn. 



@CI.A3659i9 



PREFACE 

It is unfortunate that Dr. G. O. Virtue, for twelve years a 
member of the faculty, who was to write the history of this 
school has, within a year, been called to another position, leav- 
ing the task to one less capable who came to the State of Minneso- 
ta for the first time September last. Moreover, the work has been 
done under much pressure, and doubtless contains many errors. 
If those finding mistakes will kindly report them to the presi- 
dent of the school, it will enable the institution' to make its next 
history more accurate. 

For several reasons the present historical sketch puts most 
stress on the early history of the school. In the first place, no 
history was published at the end of the first twenty-five years, as 
is customary with most normal schools, and the sources for this 
period are very limited indeed. The destruction of a single volume 
for these years would be an irreparable loss, so far as the history of 
the institution is concerned. Furthermore, many persons have 
already passed away whose services would have been invaluable in 
this undertaking, and an effort has been made to record much 
jffhich. is contained in but a few rare volumes or locked up in the 
memory of those yet living. 

This mode of procedure has prevented the working out of a 
balanced account of later administrations (indeed, such has not 
been done even for the earlier administrations) and has necessi- 
tated a cursory treatment, publishing those phases which could 
be most readily worked out. However, duplicate volumes of the 
various reports containing information for this period, are to be 
found in possession of the other normal schools now established, 
and the destruction of one set will not prevent the future historian 
from giving the later administrations the attention they deserve. 

Three historical sketches of the institution have proved val- 
uable in this endeavor : one in the History of Winona County ; one 
by Dr. Shepard based on the sketch just referred to; and one, from 
1864 to 1876 inclusive, by ex-Principal W. F. Phelps. This sketch 
was printed in the Bulletin for December, 1905. 



4 HISTORICAL SKETCH 

The following persons have assisted in the preparation of this 
volume as is here indicated: Record of Changes in the Course of 
Study, President Maxwell ; Library , Loan Fund, and Index,Miss Grant ; 
Museum, Biography of Dr. Shepard and part of Dr. Shepard's ad- 
ministration, Mr. Holzinger; Music, Miss Caroline V. Smith; Draw- 
ing, Miss Speckman; Kindergarten, Misses Atwood and Packard; 
Physical Education, Miss Andrews; part of article on Literary So- 
cieties, Mr. Kent; Continuous Sessions, Mr. Munson; Manual Train- 
ing, Mr. Sandt; Domestic Science, Miss Barrows; Bulletin, Mr. 
Gaylord; Winona Teachers and Graduates in South America, Mrs. 
Franc Allyn Morgan; Biography of Mr. Morey and part of Mr. 
Morey's Administration, Miss Gildemeister ; List of Prudential 
Committees, Normal Board and much of the proof reading Miss 
Morey. 

Valuable assistance too has been rendered by Miss Louise 
Kuehn, Mrs. Grace Doty Hopkins, Mrs. Kate Berry Morey, Judge 
H. L. Buck, Dr. G. O. Virtue, Supt. C. G. Schulz, and Dr. 
Irwin Shepard. Other members of the faculty and citizens of 
Winona not here mentioned have given much assistance in one 
way or another. 
Winona, Minnesota, CLYDE O. RUGGLES. 

May, 1910. 



WINONA STATE NORMAL SCHOOL 



TABLE OF CONTENTS 

Important Dates in the History of the Institution 9 

The First Normal Schools 12 

Early Normal Schools in the United States 12 

Education in Minnesota 15 

Act Establishing the Normal School System of Minnesota 16 

Dr. John D. Ford, "The Father of the Minnesota Normal 

School System" 20 

First Meeting of Normal Board 21 

Subscription of Winona Citizens 22 

Early Attitude of Winona toward Education 24 

Second Meeting of Normal Board 25 

Regulations Concerning Admission of Students 25 

Early Entrance Examination Questions 27 

Character of First Normal Board 29 

Address of Lieutenant Governor Holcombe 31 

John Ogden, First Principal 32 

The First Teachers' Institute 33 

Opening of the Institution 34 

Inaugural Address of John Ogden 35 

First Building Furnished by Winona 36 

The First "Commencement" 37 

One Board of Education for Normal and City Schools 40 

First Annual Circular of Prudential Committee 40 

Opening of Second Year of School 41 

Resignation of Principal Ogden 41 

Reasons for Closing the School 42 

Re-Opening of the School in 1864 43 

Election and Resignation of John G. McMynn as Principal 44 

Efforts of Board to Secure a Competent Principal 44 

Election of William F. Phelps as Principal -. 45 

Principal Phelps's Training for the Position 45 

Oswego Influence Carried to Minnesota 49 

Phelps's Idea of the Function of a Normal School 50 



6 HISTORICAL SKETCH 

State Superintendent's Comment on Winona Normal and 

Its Principal 50 

An Appeal to the Legislature for Funds 51 

Public Examination of Students in 1865 52 

Comment of an Examiner 56 

Final Settlement of Location of Building 57 

Appropriation of Legislature for a Permanent Building 60 

First Graduating Exercises 60 

1 . Report of Examining Committee 70 

2. Brief Addresses ' 72 

3. Grades of First Class 75 

4. Normal Diplomas Valid Certificates 75 

5. Presentation of Diplomas 76 

Laying Corner Stone of Main Building 77 

1. Address of Dr. Ford 78 

2. Address of Judge Wilson 79 

3. Remarks of Principal Phelps 81 

4. Governor Marshall's Address 82 

5. Placing the Corner Stone 83 

6. Remarks of Mr. Dunnell 84 

7. Conclusion of the Exercises 85 

The Construction of the Building 85 

Description of the Building 85 

Total Contributions and Appropriations for buildings 87 

Soldiers' Orphans in Normal School 87 

Expansion of School at Winona 88 

Neglect of Legislature to Make Appropriation in 1876 89 

1. Resident Director Simpson's Address to Normal Board 89 

2. Action of the Board 91 

3. How the School Was Kept Open 91 

Election of Charles A. Morey as Principal 93 

Election of Irwin Shepard as Principal * 97 

Election of Dr. J. F. Millspaugh as President 104 

Election of Guy E. Maxwell as President 110 

Morey Hall 113 

Enrollment 1860-1910 118 



* The title Principal was changed to President in 1880. 



WINONA STATE NORMAL SCHOOL 7 

Course of Study 120 

The Library 138 

The Museum 142 

Music 147 

Drawing 149 

Kindergarten Department 153 

Physical Education 160 

Literary Societies 163 

Continuous Sessions 166 

Manual Training and Domestic Science 171 

Loan Fund 177 

Bulletin , 178 

Winona Teachers and Graduates in South America 180 

Biographies 185 

1. Dr. John D. Ford 185 

2. Principal John Ogden 186 

3. Principal William F. Phelps 187 

4. Principal Charles A. Morey 189 

5. President Irwin Shepard 191 

6. President Jesse F. Millspaugh 192 

7. President Guy E. Maxwell 194 

8. Resident Directors 195 

Reminiscent Sketches 199 

1. F. L. Cook, '66 (First Graduating Class) 199 

2. Clara Caswell Greening, '68 202 

3. Kate Berry Morey, '72 206 

4. Irene M. Mead (Member of Faculty, 1884-1904) 212 

5. E. A. Kirkpatrick (Member of Faculty, 1892-1897). . . 214 

6. Dr. David L. Kiehle, (Superintendent of Public 
Instruction, 1881-1893) 216 

Alumni Register 218 

Faculty Register 253 

Appendix 261 

Address of Lieutenant Governor Holcombe 263 

Address of Edward D. Neill at the Opening of the 

Normal School 279 

Inaugural Address of Principal John Ogden 286 

Speech of Hon. E. S. Youmans 301 



HISTORICAL SKETCH 

Commencement Addresses 313 

Resident Directors 313 

Presidents of Normal Board 314 

List of Normal Board Members 314 

List of Articles Loaned or Donated to Normal Home. ... 316 

Questions Asked First Candidates for Admission 317 

Members of First Teachers' Institute 319 

Chronological List of Normal School Legislation 320 

Bibliography 343 

Index 347 



WINONA STATE NORMAL SCHOOL 



IMPORTANT DATES IN THE HISTORY OF THE WINONA STATE 
NORMAL SCHOOL 

July 17, 1858 Joseph Peckham introduced into the House of 
Representatives the bill to establish the Normal 
School System of Minnesota. 
July 27, 1858 Bill passed House. Yeas, 45; Nays 4. 
July 28, 1858 Bill introduced into Senate. 
July 30, 1858 Bill passed Senate. Yeas 20; Nays 0. 
Aug. 2, 1858 Bill signed by Governor Henry H. Sibley. 
Aug. 14, 1859 Subscription of Winona citizens to secure Normal 

School at that place. 
Aug. 16, 1859 First Normal Board Meeting at St. Paul. 
Nov. 9, 1859 Second Normal Board Meeting at Winona; many 
addresses delivered on the founding of the Nor- 
mal School. 
Feb, 29, 1860 Act of Establishment of State Normal Schools sus- 
pended for five years ; Winona Normal School 
excepted. 
Sept. 3, 1860 Opening Day of Winona Normal School. 
June 26-28, 1861 First "Commencement" of Winona Normal 

School (No graduating class.) 
Dec. 14, 1861 Principal John Ogden resigned. 
Dec. 1861 - March 2, 1862 Resident Director David Burt and V. 
J. Walker, Principal of Winona High School, 
temporarily in charge of the Normal School. 
March 2, 1862 - Nov. 1, 1864 Work of school suspended. 
Feb. 19, 1864 Legislature renewed appropriation to Normal, 

School putting it on a permanent basis. 
May 15, 1864 John G. McMynn elected Principal. 
Sept. 22, 1864 John G. McMynn's resignation accepted. 
Sept. 22, 1864 William F. Phelps elected Principal. 
Nov. 1, 1864 The re-opening of the school after the civil war. 
March 3, 1865 Act to establish State Normal Schools suspended 
for another five years; Winona Normal School 
excepted. 
Feb. 6, 1866 Legislature made first appropriation of $10,000 
for building at Winona. 



10 



HISTORICAL SKETCH 



June 28, 1866 First class graduated. 

June 28, 1866 Present site chosen. 

Oct. 19, 1866 Corner stone of main building laid. 

March 7, 1867 $50,000 appropriated for building at Winona. 

Sept. 1, 1869 New Building occupied by the school. 

March 4, 1870 "Appropriation to pay balance due" on building 
at Winona. 

March 3, 1871 "An act to appropriate money to pay indebtedness 
of First State Normal School." 

March 2, 1872 Act making Normal School diplomas valid as cer- 
tificates, repealed. 

March 7, 1873 Name of Normal Schools changed from First State 
Normal, Second State Normal, etc., to State 
Normal School at Winona, State Normal School 
at Mankato, etc. 

Dec. 6, 1876 Normal Board chose Acting Principal Morey to be 
Principal after January 1, 1877. 

May 13, 1879 Resignation of Principal Morey accepted. 

June 24, 1879 Irwin Shepard chosen Principal. 

April 21, 1891 Normal school diplomas made "valid as first grade 
certificates for two years." 

April 20, 1897 $8,000 appropriated for continuous session at Wi- 
nona. 

Aug. 16, 1898 Acceptance by Normal Board of Dr. Shepard's 
resignation. 

Aug. 26, 1898 Frank A. Weld chosen President. (Did not accept.) 

Dec. 8, 1898 Dr. J. F. Millspaugh chosen President. 

April 2, 1901 Board of Control Act. 

April 8, 1904 Dr. Millspaugh's resignation accepted by Normal 
Board. 

April 8, 1904 Guy E. Maxwell chosen President. 

April 7, 1905 Act releasing University and Normal Schools from 
jurisdiction of Board of Control. 

April 18, 190'5 By the Revised Statutes the name of the institu- 
tion becomes the "Winona State Normal 
School." 

April 12, 1907 Act to establish continuous session. 

April 25, 1907 Appropriation of "$55,000 for Model School Build- 
ing." 



WINONA STATE NORMAL SCHOOL 11 

Nov. 10, 1908 Laying of the Corner Stone of the New Building. 

March 26, 1909 Normal Board given power to make Summer Ses- 
sion shorter than 12 weeks. 

April 22, 1909 Appropriation of $75,000 for Women's Dormitory. 

April 23, 1909 New diploma law limiting elementary diploma to 
three years without renewal. 

April 25, 1910 Sod broken for Women's Dormitory. 



12 HISTORICAL SKETCH 



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THE FIRST NORMAL SCHOOLS 

The earliest Normal School of which there is record was 
founded at Rheims in 1681 by Abbe de la Salle. Three years later 
this developed into the famous Christian Brothers' School. A 
distinguished German educator, Hermann August Franke, and his 
disciple, Johann Julius Hecker, introduced the system into Germany 
before the middle of the eighteenth century. Prussia had six 
Normal Schools before the close of the century and was the center 
from which the professional spirit radiated to the United States. 

The visits made to Europe for the inspection and personal ex- 
amination of the Normal School system by such men as Professor 
Bache of Girard College, Professor Stowe of Lane Seminary, Ohio, 
and Hon. Horace Mann of Massachusetts, and particularly the 
complete and able reports made by these gentlemen on their re- 
turn, caused a marked awakening in educational circles in the United 
States. 



EARLY NORMAL SCHOOLS IN THE UNITED STATES 

It was urged in the "Massachusetts Magazine" as early as 
June, 1789, probably by Elisha Tichnor, that steps be taken to 
improve education. Noah Webster, too, believed that the want 
of good teachers was "the principal defect in the plan of education 
in America." A Master's thesis at Yale in 1816 on "The State of 
Education in Connecticut" elaborated a plan for an "Academy 
for Schoolmasters." 

It would be impossible to give passing notice even by the 
mere mention of names of those prominent in the Normal School 
movement in the United States from the beginning of the nineteenth 
century to the end of the third decade of the century when the first 
school was established. 

Emerson gives Rev. James G. Carter credit for being the "Father 
of Normal Schools" in America. Carter graduated at Harvard in 



WINONA STATE NORMAL SCHOOL 13 

1820 and immediately began writing upon education. In 1824 he 
published "Essays on Popular Education" and in 1826 a second 
volume containing an elaborate plan for the education of teachers. 
But as a member of the Massachusetts Legislature after 1835, Car- 
ter did his greatest work for the Normal School idea. Usually he 
was a member of the Educational Committee and was for some time 
its chairman. When the surplus revenue was distributed to the 
states in 1837, he sought to divert Massachusetts' share to the 
cause of education, but failed. However, the passage by the 
Massachusetts Legislature of the Normal School Act 1 of 1838 
was due solely to his efforts. 

In accordance with this act, the first Normal School under 
state auspices in America was opened at Lexington, Massachusetts, 
July 3, 1839. It was to be open to women only, and but three pre- 
sented themselves as candidates for the entrance examination. 
From the modest enrollment of three, the number increased in a 
few weeks to twelve. In October a model school was organized 
and placed under the charge of Miss Mary Swift. 

However, the new institution was soon attacked 2 . Within 
a year after the opening of the Lexington Normal, the Committee 
of Education was directed by the legislature to consider the ex- 
pediency of abolishing the Normal School. That committee sub- 
mitted a bill abolishing the Normal School system, but by the 
efforts of Horace Mann and others, the bill was lost by a vote of 
245 to 182. 

Within five years the school had outgrown it accommodations, 
and in May, 1844, it was removed to West Newton, where Josiah 
Quincy, Jr., purchased a building formerly used as a private acad- 
emy, which he gave to the Secretary of the Board of Education, 
who had searched in vain for a suitable structure within the means 
of the Board. The building was out of repair, but at the expense 
of Mr. Mann and the contribution of the citizens of West Newton, 
it was put in proper order for the use of the school. 

The school increased in numbers and additional accommoda- 
tions were provided in the rooms at first occupied by the model 



.1 Hon. Edmund Dwight had offered .110,000 to the support of Normal Schools on con- 
dition that the Legislature appropriate an equal sum. 

2 So in Minnesota, there was some opposition at almost every session of the Legislature, 
until in 1876, as will be seen later, the special appropriation was refused and the schools were 
left to do the best they could on the meager annual appropriation. 



14 HISTORICAL SKETCH 

department, which were vacated on the removal of the model school 
to other quarters provided by the town. 

In 1850 and 1851 the Board of Education took measures to 
bring before the Legislature the increasing ' wants of the school, 
and in May, 1852, the sum of $6,000 was placed at the disposal of 
the Board, to defray the expenses of providing a better site and 
building. The Board was directed to receive propositions from 
towns and individuals and afterwards to make such selection as 
would, in their opinion, best subserve the interests of the institu- 
tion. After carefully considering the propositions presented, the 
Board determined to transfer the school to Framingham, where it 
was- opened December 15, 1853. 

By 1867 the number of students who had entered this school 
was 1541, of which number 1092 had graduated. The graduating 
class of 1867 numbered 158. 

Massachusetts founded two other Normal schools, one at Barr, 
which was to be open to both sexes, later removed to Westfield, 
and one at Bridgewater, before any other state had established 
such an institution. By 1865 Massachusetts was appropriating 
$18,000 annually to the support of Normal Schools, $4,000 of which 
was to aid students attending the schools. 

Twenty years after the establishment of the Normal School 
system, Governor Boutwell, the Secretary of the Board of Educa- 
tion, determined to test the question of the influence of the Normal 
Schools upon the cause of education and accordingly issued a cir- 
cular to School Committees of every town in the state. Replies 
were received from 202 towns of the 332 in the state. Sixty-eight 
replying had never employed Normal graduates; 11 were opposed 
to the system; while 106 of the towns expressed themselves fa- 
vorable with degrees of feeling "from calm moderation to ardent 
enthusiasm." 

New York was the next state to act. The Albany Normal, 
the fourth in the United States, was established in 1844, and, as 
will be seen later, this Normal and the New Jersey Normal School 
at Trenton were destined to have great influence on the new Normal 
School at Winona. 

The following table, which has been constructed from Bar- 
nard's American Journal of Education, the January (1905) number 
of the bulletin, "Higher Education," of the New York State Ed- 



WINONA STATE NORMAL SCHOOL 15 

ucation Department, and material furnished by the Bureau of Ed- 
ucation, shows the State Normal at Winona to be the fourteenth 
normal school established in the United States. 

Established Opened 

1. Framingham, Massachusetts 1 1839 1839 

2. Westfield, Massachusetts 1839 1839 

3. Bridgewater, Massachusetts 1839 1840 

4. Albany, New York 1844 1844 

5. Girls' Normal School, Philadelphia 1848 1848 

6. New Britain, Connecticut 1849 1850 

7. Ypsilanti, Michigan 1849 1853 

8. Bristol, Rhode Island 1852 1852 

9. Salem, Massachusetts 1853 1854 

10. Trenton, New Jersey 18552 1855 

11. Normal, Illinois 1857 1857 

12. Charleston, South Carolina 1857 1859 

13. New Orleans, Louisiana 1858 1859 

14. Winona, Minnesota 1858 1860 



EDUCATION IN MINNESOTA 

The importance of education has from the beginning been 
recognized in Minnesota. In the act of March 3, 1849, which or- 
ganized Minnesota into a territory, the school system of the future 
was duly considered. According to section eighteen of this act, 
one eighteenth of all the land in the territory was to be set aside 
for school purposes, and this liberal support of education was no 
small factor in bringing many eastern people into the new territory. 
The truth of this statement may be seen from a paragraph taken 
from the report of the First Normal Board. 

The pioneers of the Territory (now State) from 1849 to 1857 came here 
many of them expecting more than ordinary educational advantages, when 
we became a state, on account of the very large appropriation of lands for 
that purpose. The present population has had an average of four or five 
years' residence, and unless these anticipated advantages shall be enjoyed 
within the next five years, that class of persons between the ages of six and 
sixteen at the time of emigration will have passed beyond their reach ; a more 



1 This institution was opened at Lexington and later removed to Framingham. 

2 A Normal Department was organized and opened in the State University of Iowa 
in 1855. 



16 HISTORICAL SKETCH 

meritorious class will never occupy their places. Their deprivations cannot 
be computed in dollars and cents; even now with the most prompt action, 
but little can be done for them. But what they lose it is our duty to secure 
to their children. 

The framers of the constitution also warmly endorsed the 
idea of popular education. It was their belief that it was the duty 
of the Legislature to establish and provide for public education, 
and they inserted in the constitution (Art. VIII, Sec. 1) a positive 
declaration to that effect. 

The Governor of Minnesota in his message to the Legislature 
in 1857 stated that the cause of education had "by no means been 
neglected in the midst of the strife for wealth and speculation," 
and he called especial attention of the Legislature to the report of 
the Superintendent of Public Instruction. This report maintained 
that "To make a State requires more than the axe, the saw, and 
the water-wheel," that mind, knowledge, and education are required 
as well to make as to govern; and "our children of to-day may be 
our rulers of a quarter of a century hence." The superintendent 
further maintained that it was "doubly important, in new 
countries, whose institutions, in a measure, are yet to be formed, 
and to be formed by the people themselves, that school facilities 
should be as numerous and widely extended as possible." That 
settlers, too, seemed to appreciate the fact, for continues the re- 
port: "A small community are no sooner settled within a few 
miles of each other, than the voice of all demands a school for their 
children." 



ACT ESTABLISHING THE NORMAL SCHOOL SYSTEM OF 

MINNESOTA 

The bill which established the normal school system of Minne- 
sota was introduced into the House of Representatives on July 17, 
1858, by Joseph Peckham 1 ; was read a second time July 23, 
18582, and passed the House by a vote of 45 to 4, July 27, 18583. 

1 House Journal 1858, p. 850. Joseph Peckham, Congregational clergyman, was born 
in Boston, Mass., April 23, 1816; died in Kingston, Mass., May 17, 1884. He was graduated 
at Amherst College, 1837, and Union Theological Seminary, 1842; came to Cannon Falls, Minn., 
in 1856; was a member of the State Constitutional Convention, 1857, and a representative in 
the State Legislature, 1857-8; returned to Massachusetts in 1858 where he was superintendent 
of schools in Kingston twenty years and was acting pastor at Plymouth. (Furnished from the 
manuscript files of The Minnesota Historical Society, Warren Upham, Sec'y.) 

2 Ibid p. 903. 

3 Ibid p. 922. Those voting in the affirmative were Messrs. Atkinson, Balcombe, 
Bartlett, Bevans, Bray, Burgess, Campbell, Chowen, Davern, Demmon, Foster, Gaskill, Gib- 
son, Grover, Hanson, Hinkley, Smith, Johnson, Keith, Kibler, Kingsley, Libbey, Lord, Mas- 
ters, Mackintire, Murphy, O'Neill, Parker, Peckham, Pettie, Pierce, Powers, Randall, Rehfield, 
Robinson, Rutan, Scofield, Seeley, Simpson, Sheetz, Starkey, Stevens, Tattersall, T. A. Thomp- 
son, Watrous, Way, and Mr. Speaker. Those voting in the negative were Messrs. Bearse, 
Chase, Willson, and Young. 



WINONA STATE NORMAL SCHOOL 



17 



On July 28 the bill was read a first time in the Senate 1 . 
On July 29 the Senate Committee to which the bill had been re- 
ferred, recommended its passage without amendments. By a 
unanimous vote of 20 to the bill passed the senate on July 30, 
1858 2 , and on August 2, was approved by Governor Sibley. The 
act 3 is here given: 

State Normal Be it enacted by the Legislature of the State of 

Schools; how Minnesota: 

to be Sec. 1. There shall be established within five years 

established. after the passage of this act, an institution to educate and 

prepare teachers for teaching in the common schools of this 
State, to be called a State Normal School. There shall be 
established within ten years after the passage of this act, 
a second State Normal School, and within fifteen years a 
third : Provided, there shall be no obligations to establish 
the first Normal School until the sum of $5,000 is donated 
to the State in money and lands, or in money alone, for the 
erection of the necessary buildings, and for the support of 
the professors or teachers in such institution, but when such 
sum is donated for such purpose, a like, sum of $5,000 shall 
be, and hereby is appropriated by the Legislature on the 
order of the proper officers, and shall be paid out of any 
moneys in the Treasury not otherwise appropriated by law, 
for the use and benefit of such institution. 

Appropriations Sec. 2. Whenever a second sum of $5,000 shall have 

by State been donated to the State for the establishment of a second 

upon certain State Normal School, a like sum of $5,000 shall be and here- 
conditions. by is appropriated by the Legislature, and shall be on order 

of the proper officers, paid out of any moneys in the Treas- 
ury not otherwise appropriated by law for the use and bene- 
fit of such institution. 

Sec. 3. Whenever a third sum of $5,000 shall have been 
donated to the State for the establishment of a third State 
Normal School, a like sum of $5,000 shall be and hereby is 
appropriated by the Legislature, and on the order of the 
proper officers, shall be paid out of any moneys in the 
Treasury, not otherwise appropriated by law, for the use 
and benefit of such institution. 



1 Senate Journal 1858, p. 605. 

2 Ibid p. 623. The affirmative votes were Messrs. Banfil, Bates Cave, Chase, Cook, 
Day, Folsom, Hodges, Hudson, Hull, Jones, Lindsley, M'Kune, Mixer, Moreland, Murphy, 
Phelps, Smith, Thomas, and Watson. 

3 General Laws of Minnesota 1858, pp. 261-263. 



18 



HISTORICAL SKETCH 



First Board of Sec. 4. The Governor, within thirty days after the 

Directors to be passage of this act, shall appoint six electors, one from each 
appointed by Judicial district, who shall constitute the State Normal 
governor — School Board of Instruction. Those appointed from the even 

their Judicial districts shall hold their offices for the term of four 

successors. years, and those appointed from the odd Judicial districts 

shall hold their office for the term of two years. The Legis- 
lature shall, during its session in 1860, elect three Normal 
Directors to fill the vacancies created by the expiration of 
the term of office of the three directors appointed from odd 
districts, and biennially thereafter, the Legislature shall 
elect three directors to fill the vacancies created by this act. 
The Legislature shall also fill from time to time all vacancies 
that may arise by death, resignation, removal from the 
State, or otherwise; Provided, that the Normal Board 
shall have power to fill any vacancy occurring during the re- 
cess of the Legislature till its next meeting. 

Organization Sec. 5. The Normal Board, at their first meeting, which 

of the Board — shall be held at the capital of the State, shall severally take 
its officers. and subscribe an oath or affirmation to support the consti- 

tution of the United States and of the State of Minnesota, 
and faithfully to execute the trust and discharge the duties 
of their office. They shall elect one of their number presi- 
dent, who shall continue in office for two years and until his 
successor is chosen, and they shall appoint some suitable 
person as treasurer, who shall hold his office for one year, 
but may be removed at any time at the pleasure of the 
Board. The treasurer, before entering upon the duties of 
his office, shall give bonds in the penal sum of $5,000, faith- 
fully to execute the trust and discharge the duties of his 
office. The State Superintendent of Public Instruction 
shall be ex-officio a member of the Normal Board, and shall 
be secretary of the same. 

Division of Sec. 6. Immediately after the organization of the 

the State Board, they shall proceed to divide the State into three 

into Normal Normal Districts, uniting in the formation of the first, two 

Districts. contiguous Judicial districts, of the second, two, and of the 

third, two. 

Location of Sec. 7. The Normal Schools provided for in this act 

the schools. shall be located by the Normal Board, but only one shall 

be located in any one Normal District. In locating any 
one Normal School, the Board shall have due regard to 
healthfulness and beauty of situation, to accessibility and 
general convenience, to the wants of the common schools, 
and the wishes of donors who may make munificent dona- 
tions, conditioned upon a particular location. 



WINONA STATE NORMAL SCHOOL 



19 



Change of 
location — 
prohibition. 



Erection of 
buildings and 
procurement 
of teachers. 



Prudential 
Committee — 
their duties. 



Tuition 
to be free. 



Annual 
report to 
Legislature. 



Visitation 
of Schools 



Sec. 8. It shall not be within the province of the Legis- 
lature or of the Normal Board, to remove any State Normal 
School from its original location, during the period of ten 
years from its establishment, without the consent of the 
donor or donors, who made to the State the first donation of 
$5,000 for the foundation of such school. 

Sec. 9. The Normal Board are authorized and em- 
powered to contract for the erection of all buildings con- 
nected with the State Normal Schools, to appoint all pro- 
fessors or teachers in such institution, to prescribe the course 
of study and the prerequisites for admission, and in general 
to adopt all needful rules for the government of said schools. 

Sec. 10. The Normal Board are authorized annually 
to appoint for each Normal school a Prudential Committee, 
consisting of three persons, one of whom shall be a member 
of said Board. Said Prudential Committee shall have the 
general oversight and management of the prudential affairs 
of the several schools, subject to the order of the Board, to 
whom they shall each make a detailed report of their do- 
ings, and of the condition and wants of the particular in- 
stitution committed to their care. 

Sec. 11. There shall be no charge for tuition to persons 
who may be admitted to the privileges of any State Normal 
School and who shall sacredly engage to become teachers 
of the public schools of the State for such times and on such 
conditions as shall be prescribed by the Normal Board. 

Sec. 12. The Board, through the State Superintendent, 
shall make an annual and detailed report of their doings to 
the Governor, who shall transmit the same to the Legisla- 
ture. They shall also report respecting the condition, suc- 
cess, and progress of the several Normal Schools. 

Sec. 13. The Normal Directors in any Normal District, 
with the State Superintendent, shall be the special visitors 
of the Normal School in such district, and they, together, or 
by one or more of their number, or by some competent per- 
son or persons of their appointment, shall visit and examine 
such school at least two days each session, for ascertaining 
the mode of instruction and the progress of the pupils, and 
for promoting the best welfare of such institution and of the 
common schools of the State. 

Sec. 14. This act shall take effect and be in force from 
and after its passage. 



20 HISTORICAL SKETCH 

DR. JOHN D. FORD, "THE FATHER OF THE MINNESOTA 
NORMAL SCHOOL SYSTEM." 

This legislation was suggested by Dr. John D. Ford of Wi- 
nona, who may with propriety be called the father of the Normal 
School System of the State, and secured by his untiring efforts 
thru the legislative delegation from Winona County led by 
Hon. Daniel S. Norton, State Senator for Winona County. Dr. 
Ford, a physician from Connecticut, came to Winona in 1856. He 
was a man of broad culture and of more than ordinary intellectual 
endowments. As a citizen of the little western community where 
he had chosen his abode, he took a lively interest in all that tended 
toward the improvement and elevation, socially and morally, of 
the people with whom he had cast his lot. Such a man could not 
overlook or underrate the importance of efficient schools as a prime 
factor in the growth of society. It was, then, but natural that he 
early manifested his interest in the schools of the city and was 
chosen as a member of the school board and placed at its head. 
Winona was the first town in the state to organize graded schools. 
The change was commenced at the suggestion and accomplished 
under the direction of Dr. Ford. 

President H. I. Parker of the Normal Board, in his report to 
the Governor of Minnesota, William R. Marshall, for the year 1866- 
7 said: 

I do not feel that I can close this communication, already somewhat 
extended, without a tribute of respect to the memory of one who has for 
many years acted a distinguished part in the history of the Normal School 
of Minnesota. I refer to Dr. J. D. Ford, of Winona, the late President of this 
Board, who departed this life on Tuesday, October 29th, in the 52nd year of 
his age. Dr. Ford was among the first to propose the establishment of a 
Normal School system in this state, and it was largely through his personal 
influence and untiring labors, that the institution was finally established, 
and has reached its present permanent and flourishing condition. 

In all its vicissitudes, when prejudice and opposition were arrayed the 
most strongly against it, he was ever the same steady and unflinching friend, 
and it is greatly due to his intelligent zeal and personal address that success 
has at last crowned the efforts to place it upon a lasting basis of pecuniary 
and popular support. 

He resigned his position as a member and presiding officer of the Board 
on the 26th of June last, owing to the delicate state of his health and the 
consequent necessity of his retirement from the harrassing anxieties and cares 
of a public office. 




JOHN D. FORD 
"Father of the Normal School System' 
Resident Director, 1859-67 



WINONA STATE NORMAL SCHOOL 21 

The Board will long have reason to deplore his loss as a member, as one 
of its wisest counselors, and as a citizen who was unselfishly devoted to the 
promotion of the welfare and happiness of his fellow men. Death could not 
have claimed a nobler victim, nor created a void which will be more deeply- 
felt. His memory will long be cherished as one of the state's best benefac- 
tors. 

The bill for the Normal School, as it was drafted by Dr. Ford, 
provided for the location of the institution at Winona. But the 
bill was amended by providing for the location in the town that 
pledged the largest amount toward the purchase of a site and the 
erection of a building. 



FIRST MEETING OF THE NORMAL BOARD 

Lieutenant Governor William Holcombe of Stillwater gave the 
measure his earnest and cordial support, and became the first pres- 
ident of the State Normal Board of Directors. This Board, con- 
sisting of Lieutenant Governor Holcombe, Dr. A. E. Ames, Dr. 
E. Bray of Carver, and Dr. J. D. Ford of Winona, held its first 
meeting in the library of the Capitol at St. Paul, at twelve o'clock, 
on Tuesday, August 16, 1859. 

The Board resolved, in accordance with the act already quoted, 
that the Judicial districts numbered 3 and 5 should constitute the 
First Normal District; numbers 1 and 2, the Second Normal Dis- 
trict ; and numbers 4 and 6, the Third Normal District : that the 
Secretary be required to correspond with the Secretaries of other 
State Normal Schools, and obtain, at as early a day as possible, 
the proceedings of said schools, their manner of teaching, rules and 
regulations, and plan of building: that a committee of three, con- 
sisting of the President of the Board, Messrs. J. W. Taylor, and 
Dr. E. Bray, be appointed to attend the next Legislature, to secure 
such legislative aid as might be necessary to establish successfully 
this State Normal School: and that the newspapers of the State, 
friendly to the cause of education, be respectfully requested to 
publish the proceedings of the State Normal Board. 



22 HISTORICAL SKETCH 

SUBSCRIPTION OF WINONA CITIZENS 

After receiving and considering an application from the city 
of Winona, accompanied by a subscription of $7,000 — $2,000 
in excess of the amount required by the act — the following reso- 
lution was offered by Dr. Ford, and passed unanimously : 

Resolved: That the First State Normal School be located 
at Winona, provided the subscription from Winona of $7,000 be 
satisfactorily secured to the uses of said school, as directed by the 
board of directors. 

And thus was located at Winona the first State Normal School 
of Minnesota, and at that time the only state normal school west of 
the Mississippi. 

Sylvester J. Smith, Dr. J. D. Ford, Rev. D. Burt, and Willi- 
am S. Drew, all citizens of Winona were appointed as the first pru- 
dential committee. 

From the Winona Republican for August 17, 1859, we learn 
that this subscription was made in a few hours, "and," continued the 
Republican, "the amount will be materially increased at any time, 
if necessary, to secure the location at this point." 

Below is given the subscription of the Winona citizens, the 
first of land, the second of money: 

LAND SUBSCRIPTION 

Donated to the 

STATE NORMAL SCHOOL AT WINONA 

Farm Lands 

Value Description Sec. Town Range Acres 

$200 The W i of the S Wi 19 107 8 80 

from Norton & Mitchell 
300 The W J of the S E i 29 108 8 80 

from Taylor, Bennett & Co. 
100 The S Wi of the S WJ 1 105 9 40 

from Verazano Simpson 
100 South 20 acres of Lot 1 31 107 6 20 

from John Keyes 



WINONA STATE NORMAL SCHOOL 



23 



Lots in the City of Winona 

Description Lot Block Addition 

Orrin Smith & Co 9 35 Original Plat 

Thomas Wilson £ 5 43 

J. C. and W. H. Laird 5 25 Laird's 

W. H. Stevens 6, 7 29 

Timothy Kirk 20 feet 1 7 Original Plat 

W. S. & M. K. Drew 9, 10 111 

3, 7 12 } Norton's 

4, 7 14 J 

E £ of 8, 9 18 Sanborn's 

A. W. Webster and Z. H. Lake 1 4 Hamilton's 

Thomas Simpson 2, 3 44 

2, 3, 6, 7, 10, 11 3 Taylor's 

H. D. Huff 7, 8, 9, 10, 11, 12 Unnumb'd Hamilton's 

Abram Trier 3 30 

James S. Campbell 9 12 Taylor's 

Heliodore J. Hilbert 7, 8 5 Hilbert's 

H. D. Morse 11 32 Rochester 



Value 



$500 
150 
150 
250 
250 
600 



200 
500 

600 

100 

50 

50 

50 



MONEY DONATIONS 



Names 



Amount of 
shares ($50 each) 



Amount of 

Names shares 

O. M. Farrington 1 Paid 

Thos. Simpson 10 " 

Orrin Smith & Co 10 " 

N. C. Gault 1 " 

Timothy Kirk 5 " 

C. H. Berry 10 

H. C. Bolcombe 1 

Wm. H. Stevens 5 Paid 

S. Melvin 1 " 

Curtis & Miller 1 " 

R. D. Cone 1 " 

George Warren 1 " 

S. R. Russell 1 

Webster & Lake 4 Paid 

Geo. W. Poigen 1 " 



Drew & Brother 12 

Abram Trier 2 

R. H. Bingham 1 

W. Newman 2 

Wm. Richardson 1 



Paid 



H. J. & N. F. Hilbert.. 

F. E. Whitten 

Wm. Fry 

John Ball 



Paid 



John C. Laird 1 Paid 

Wm. H. Laird 1 

Taylor, Bennett & Co 5 

St. A. D. Balcombe 1 

Benson & Upman 1 

H. D. Huff 12 



24 



HISTORICAL SKETCH 



MONEY DONATIONS— Continued 



Names 



Amount of 
Shares ($50 each 



Names 



Amount 01 
Shares 



John T. Haltzman 1 

Wm. H. Yale 1 " 

M. A. Bennett 1 

L. C. Porter 1 " 

L. D. Smith 5 

Daniel Evans 1 

John Keyes 2 Paid 

Sam. Cole 1 

Jacob Story 1 

D. Upman 2 

Wm. Windom 2 Paid 

Abner Lewis 1 

C. F. Buck 2 " 

Jackson Bros 1 

A. F. Hodgins 1 

Otis Hamilton 1 

Wm. Garlock 1 Paid 



Youmans Bros 2 " 

H. D. Morse 1 " 

James Billings 1 

Thomas Wilson 3 " 

C. N. Waterman 1 

Norton & Mitchel 4 Paid 

James S. Campbell 1 

E. S. Smith 4 

G. W. Jacoby 2 Paid 

Willard Doolittle 2 

M. W. Sargent 1 Paid 

E. G. Young 1 

G. W. Horton 1 

Mailer & Vangorder 1 Paid 

V. Simpson 1 

J. M. Baker 1 

W. G. McCutchen 1 Paid 



EARLY ATTITUDE OF WINONA TOWARD EDUCATION 

That the city of Winona was early in favor of higher education 
is seen from the fact that there was a movement on foot as early 
as the beginning of the year 1856 for the founding of a university 
at that place. 

The Winona Argus opposed the establishment of such an in- 
stitution because it claimed this university threatened to be an 
Abolition institution. The Argus did not think an institution 
should be established which would "teach that the national con- 
stitution originated in sin." 

The editor of the Winona Republican, tho he did not think 
Winona ready for a college or university, did think that within a 
year the citizens would "loudly demand facilities for dissemination 
of knowledge which we at present sadly lack." He thought it 



WINONA STATE NORMAL SCHOOL 25 

would be well to obtain the charter and the grant of lands for this 
university, which would thereafter "ensure the success of such an 
enterprise, before land attains its maximum price and all desirable 
spots are settled up and beyond our reach." 

The value of a normal school system is recognized in the fol- 
lowing words by the Winona Daily Review for November 23, 1859: 

The Normal system of education, which has received but comparatively 
little aid or encouragement from the Government, lies at the foundation of 
all the others; and to be rendered useful to its greatest and most profitable 
degree, should be the first to be established and put into practice, and thus 
pave the way both for a flourishing common school system and for the more 
advanced collegiate course. 

The friends of education throughout the State entertain this view with 
regard to the system of Normal Schools; and many of them, we are happy 
to learn, are active in their endeavors to aid in the establishing of the First 
Normal School in Winona. iiy 



SECOND MEETING OF THE NORMAL BOARD 

The second meeting of the Board was held at Winona, Novem- 
ber 9, 1859, at which meeting block 17, Sanborn's addition, was, 
after considerable deliberation, selected as a suitable site for the 
proposed school, the Board preferring a central location in order 
that a model department might be maintained in connection with 
the normal school, tho, as will be seen later, this site was given up 
for one more suitable. At this meeting the Board resolved "that 
the First State Normal School be opened for the reception of pupils 
at the earliest period practicable" and the Secretary of the Board 
was directed to procure a principal for the school and plans and 
specifications for the Normal School building. 



REGULATIONS CONCERNING ADMISSION OF STUDENTS 

That there was a great demand for such an institution in this 
new state is seen by the regulations concerning admission of can- 
didates. The Board decided that candidates for admission should 
be apportioned thruout the state as follows: 



26 HISTORICAL SKETCH 

Two candidates shall be admitted for each senator in the State Senate, 
as now districted. Where two counties compose a senatorial district each 
county shall have equal opportunity, if both claim the privilege. Where 
three or more counties compose a senatorial district the applicants from each 
county shall have preference in the order of application. If any applicant 
shall be rejected upon subsequent examination, the next applicant in point 
of time from the same district shall be in order for admission. All candidates 
shall have preference in the order of application. Candidates from districts 
entitled to admission must apply two weeks before the term commences. 
Other applicants not entitled to admission by appointment shall be next in 
order. All applications must be made to the principal, either by mail or in 
person. 

That this institution was to be a school for teachers is equally 
evident from the further regulation of the Board: 

That any candidate having signified his or her intention in writing to 
teach for a term of at least two years in the common schools of Minnesota, 
and having presented satisfactory testimonials of good moral character and 
natural adaptation for the office of teacher, shall, upon a satisfactory ex- 
amination by the principal and prudential committee of said school, be ad- 
mitted to all the privileges of the State Normal School, according to the rules 
of appointment in the previous resolution; provided, that such applicant be 
at least sixteen years of age, and of sound physical healthi ; and provided 
further, that if fifty candidates do not apply who will pledge themselves to 
teach in the State the required term, then the number of fifty may be filled 
by students without such pledge, upon payment of tuition. 

Thus a pledge to teach in the schools of the state was adopted 
early in the history of the normal schools and is still required of 
every student to whom free tuition is granted. The discharge of 
this pledge rests upon the honor of the student. The failures to 
discharge this obligation are very few; not more than two per cent 
of the entire number. Students who have found it inconvenient 
to teach have generally secured an honorable release from the ob- 
ligation by payment of full tuition for the time of attendance at 
rates fixed for non-professional students. The following is the 
form of pledge now used. It will be noticed that a slight modifi- 
cation of age requirements has been made. 



1 It is interesting to observe in passing that the statement of the Board that students 
should be "of sound physical health," was almost exactly fifty years later made effective thru 
the requirement of medical examination and supervision of all students. 



WINONA STATE NORMAL SCHOOL 27 

STUDENT'S PLEDGE 

I, being over fifteen years of age, do solemnly declare that I will faith- 
fully attend this Normal School for one term or more, for the purpose of fit- 
ting myself for the work of teaching, and that, thereupon, I will, to the best 
of my judgment and ability, teach in the Common, Graded, or Normal 
Schools of this State for a period of two years, immediately after ceasing to be 
a student of this school. And I further agree to make a report semi-annually 
to the President of this school, until the above pledge shall have been ful- 
filled, stating in such report when, where, and how long I have taught. Sick- 
ness or unavoidable cause only excusing me from the strict performance of 
this obligation. 

That the institution was to maintain a high standard from the 
first is seen in the third regulation of the Board concerning ad- 
mission : 

'That candidates for admission must sustain a good examination 
in reading, writing, spelling, and geography, with arithmetic 
through interest, and so much of English grammar as to be able 
to parse any ordinary sentence in prose." 



EARLY ENTRANCE EXAMINATION QUESTIONS 

The examination questions asked the first candidates for ad- 
mission are given in full in the appendix. 

Principal Phelps, pleading in one of his reports for higher 
standards, submitted the following amusing list of examination 
questions and answers which were asked applicants for admission 
in 1865. 

GEOGRAPHY 

1st Question. How do we know the earth is round? 

1st Answer. Because it has been traversed over, examined and found 
to be certainly the case. 

2nd Answer. The earth at a distance looks round, also the represen- 
tation of the globe is round. 

To this question there were sixteen correct answers, twenty-seven im- 
perfect, and twelve total failures. 

2nd Question. What is Longitude? 

1st Answer. The direction east or west from the equator. 



28 HISTORICAL SKETCH 

2nd Answer. Longitude is the distance reckoned north and south from 
the equator. 

3rd Answer. Longitude is lines drawn north and south terminating 
at the poles. 

Ten perfect answers, eight imperfect, six gave no reply. 

3rd Question. Why are the tropics located twenty-three and a half 
degrees north and south of the equator? 

1st Answer. Because it is so warm at the equator. 

2nd Answer. Because the sun can only shine on half the globe at the 
same time. 

3rd Answer. Because that is the proper division between the temper- 
ate and torrid zones. 

Three perfect, three imperfect, and seventeen could not answer. 
4th Question. How many and what motions has the earth? 

1st Answer. Four. North, south, east, and west. 

2nd Answer. Five. Europe, Asia, Africa, North America and South 
America. 

3rd Answer. It has one, and that is: moving around in a circle. 

4th Answer. It has two motions, one to cause the heat and one the 
cold. 

5th Question. Describe the location of Winona accurately. 

1st Answer. It is on the west side of the Mississippi River. 

2nd Answer. It is situated on the east bank of the Mississippi. 

3rd Answer. The Longitude of Winona is 44 degraz latitude fifteen de- 
grees, nearly on the west side of the Mississippi. 

ARITHMETIC 

1st Question. What is number? 

1st Answer. A colliction of units. 

2nd Answer. A figure or collection of figures to denote quantity. 

3rd Answer. A number signifies how many of a series. 

2nd Question. What is a prime number? 

1st Answer. It is a number that can be divided one or two times with- 
out a remainder. 

2nd Answer. A whole number. 

3rd Answer. A number which multiplied with a certain number, will 
produce a given number. 

Five correct replies, fourteen incorrect, five total failures. 

3rd Question. What is the square root of a number? 

1st Answer. The square root of a number is a number multiplied by 
itself three times. 

2nd Answer. A number multiplied by itself. 

Seven perfect, one imperfect, fifteen "cannot answer." 

4th Question. What is a fraction? 

1st Answer. A whole number were only some of the parts are taken. 



WINONA STATE NORMAL SCHOOL 29 

2nd Answer. It is one number divided by another. 

3rd Answer. An unequal part of a number. 

4th Answer. A part of a number. 

Eight perfect, ten imperfect, six total failures. 
GRAMMAR 

1st Question. Define a noun and tell its properties. 

1st Answer. The properties are to name or to denominate. 

2nd Answer. The properties of a noun are proper and common. 

2nd Question. Give the past tense of the verb "to be" in two numbers 
and three persons. 

1st Answer. I was, Thou art, He is. 

2nd Answer. I was, They were. 

To this question there were four correct answers, two incorrect, and 
eight replied "Cannot answer." 

3rd Question. Decline I and you. 

1st Answer. 1 person Who, 2 person Whome, 3 Whomesovr. 1 per- 
son I, 2 person You, 3 he or she, he, his, him. 

2nd answer. I am, Thou art, he is, we are, They are, You are. 

3rd Answer, first person you, second person your, third person my. 

To this question two correct answers, six incorrect, eight "cannot 
answer. ' ' 

4th Question. Write a sentence that shall contain three nouns in three 
cases. 

To this question there were four correct replies and ten failures. 

5th Question. Correct the following: "he sez how the Misisippa and 
Ohio floes south. 

To this four-sevenths failed to give correct answers. 

In his report for the following year Principal Phelps stated 
that in one instance a candidate had traveled nearly three hundred 
miles, at considerable expense, who could not go half thru the 
multiplication table, altho eighteen years of age. 



CHARACTER OF FIRST NORMAL BOARD 

That there had been no mistake made in the choice of the 
First Normal Board is seen from the following significant paragraphs 
taken from its first report: 

The State authorities should promptly cooperate in this attempt to put 
into successful operation a complete system of popular education — the 
substratum being the Normal Schools, upon which the whole fabric shall 
rest as a basis. Nor is this all. A State like this should aim at a more ex- 
alted and noble end than simply to furnish the means for the education of 
the child of six, it is equally her duty to provide for his education at sixteen, 
and so on — the only limits being the ability of the State to furnish the means 
and the capacity of the child to be benefited thereby. This duty she owes 



30 HISTORICAL SKETCH 

to herself as well as her children, for she, as well as they, is to be benefited 
thereby. For what other ends are States organized and governments es- 
tablished? Is it that material wealth may be accommodated? Is it, that 
they may become irresistible in war, or that they may enter upon a career 
of luxury to end in effeminacy and ruin? Intelligence is an important aux- 
iliary to public virtue, and all experience shows that the best educated com- 
munities are those best qualified to have control of their own affairs. Viewed 
thus in its widest sense education should be, not only one of the leading in- 
terests of every government, but it should be an ultimate end of state ex- 
istence — the fact is, the development and protection of man is the end of a 
wise government, and all other things are means in the hands of the State 
for subserving this end. The State then has only to begin her great work 
when she has provided a system of common schools for the primary educa- 
tion of all her children. This work should be done in its broadest and most 
comprehensive sense. The day is not far distant, when those who now con- 
tend that the state owes her first duty to her common schools, will as zealous- 
ly advocate any reasonable extension of her educational provisions. 

In the correspondence held with the Normal Schools of our sister States, 
we find the conclusion to be irresistible, that the art of teaching ought to be 
reduced to a profession, this being the object of the Normal School. It is to 
the common school what the military and naval academies are to the army 
and navy. The same necessity that demands of the government the es- 
tablishment of such institutions, requires the State to maintain and support 
the Nomal Schools; and that necessity is the principle of self-preservation, 
as the general government must have officers skilled in all the applications 
and arts of war, to command her armies in times of danger in order to main- 
tain her rights against her foes, so the State must have skilled and experi- 
enced teachers to elevate and maintain the standard of the general intelli- 
gence, upon which alone rests the prosperity and perpetuity of our repub- 
lican institutions. Indeed, the necessity is far more urgent in the latter than 
in the former case ; for an educated people might defend themselves against 
their foes without any of the special training afforded the present com- 
manders of our present armies and navies. While it may well be doubted 
whether some more efficient means for the education of our common school 
teachers, than has been afforded in this country outside of the Normal 
Schools, is not vital to the existence of our government itself. 

To the credit of this normal board and its able secretary, Dr. 
Ford, it may be said that the first state tax for school purposes was 
authorized and levied upon their urgent recommendation. 



WINONA STATE NORMAL SCHOOL 31 

ADDRESS OF LIEUTENANT GOVERNOR HOLCOMBE 

On the evening of November 9th, 1859, Lieutenant Governor 
Holcombe, president of the Board, delivered in the Baptist Church 
of Winona an address on the subject, "Education with reference to 
the establishment of the First Normal School of Minnesota." This 
address, which appears in full in the appendix, was one of great 
merit. It is said to have made a deep impression upon the young 
community, and doubtless did much to elevate, if not to create, 
that sentiment of earnest support of educational interests which 
has marked the history of Winona. 

Mr. Holcombe had evidently expended much time and labor 
studying his subject and preparing his address. He entered into 
a history of the origin and design of Normal Schools, and clearly 
showed the great good which they have accomplished in the cause 
of education in Europe and this country. He contended that the 
people of Minnesota owed it to themselves, to their children, and 
to the best interests of the State, to set up a high standard of edu- 
cation in the common schools, so liberally provided for in the or- 
ganization of the state government, and maintained that this could, 
in no way, be done so well as by the establishment and proper main- 
tenance of one or more good Normal Schools in Minnesota. Mr. 
Holcombe highly commended the location of the school at Winona 
as being easy of access to all portions of the state, and he hoped 
that the energy and liberality which had secured that location 
would not be permitted to lag until the institution should be placed 
upon an enduring foundation. The address was lengthy and was 
replete with information and encouragement for the furtherance 
of the design which formed the topic of his discourse. In the 
closing paragraph of this admirable address Mr. Holcombe referred 
to the subscriptions already given as follows: 

I have in my hand a paper which contains the origin, the source, and 
the earnest of the first Normal School of Minnesota. It had its origin here 
in this city, and the names written on that paper are as pictures of gold, and 
should be handed down to future generations as evidence of their wisdom 
and benevolence. This paper subscribes about $7,000 to the establishment 
of the Normal School here, the most of which, over $5,000 has been secured 
promptly to the State for that object. The duty I have discharged is every 
way an agreeable one, no circumstances could have occurred with respect 
to the interests of the State to afford me higher gratification than to meet 
you here on such an occasion as this. The city of Winona has distinguished 



32 HISTORICAL SKETCH 

herself in taking the lead in establishing for the benefit of the rising genera- 
tion of this State for all who shall yet call the state their home. 
I think the Normal Schools should precede the common schools of 
the country, for then we would have trained teachers to conduct them. When 
this school shall be in operation it may be regarded as an auspicious era, 
whence to date in future the origin of many blessings, and the commence- 
ment of a perpetual course of improvement and prosperity to the people at 
large. 



JOHN OGDEN, FIRST PRINCIPAL 

On the sixth of the following June, the Board met again in 
Winona and, among other things, resolved "That Professor John 
Ogden be engaged as Principal of the State Normal School at Wi- 
nona, the ensuing year, and that his salary be $1400 per annum, to 
be paid quarterly in State Warrants out of or from the balance now 
placed to the credit of the State Normal School Board upon the 
books of the State Auditor." William Stearns, a graduate of Har- 
vard University, was chosen tutor. 

The Board also decided that "the Principal be requested to visit 
all important localities and present the necessity of Normal Schools 
to the permanent prosperity of the state, and the desirableness of 
citizens demanding competent teachers for their children ; and that 
the State Superintendent of Public Instruction be requested to co- 
operate to the fullest extent, consistent with the discharge of other 
duties." "The months of July and August were employed by the 
Principal, by direction of the Board, in visiting as many important 
localities as possible in the state, and presenting the necessity of 
Normal Schools to the permanent prosperity of the state and the 
desirableness of the citizens demanding competent teachers for 
their children. The school was opened for the admission of pupils 
on the first Monday of last September. A teachers' institute, the 
first ever held in this state, was made the commencement of the 
term. A goodly number of teachers from various parts of the state 
were present, and a number of distinguished gentlemen, including the 
Rev. F. D. Neill, Chancellor of the University, ex-ofhcio Superin- 
tendent of Public Instruction in Minnesota, Ex-Lieut. Gov. Hol- 
combe, J. W. Taylor, Esq., Rev. Mr. Strong, and many others. 
A large number of letters were received and read from the Principals 
of other Normal Schools and other noted educators throughout the 
country." 




JOHN OGDEN 
Principal, 1860-61 



WINONA STATE NORMAL SCHOOL 33 

THE FIRST TEACHERS' INSTITUTE 

The "Opening Address" of the Institute above referred to, by 
Chancellor Neill of the State University was delivered at the 
Baptist Church, before a large audience. This address set forth 
the benefits of educational institutions conducted under the patron- 
age of the State, particularly as these benefits manifest themselves 
in the creation of a national sentiment among widely diverse and 
incongruous elements of a society having its origin in all parts of 
the globe. It also contained an animated appeal to the citizens 
of Winona to sustain the State Normal School at no matter what 
expense of time, patience, and means, without which essentials no 
educational institution ever yet flourished. The closing paragraph 
of Mr. Neill's address is here given: 

Twelve years ago the Winnebago nation, by a treaty stipulation 
abandoned their old homes in Iowa and commenced their long weary march 
to their new home near Sauk Rapids, in the northern part of this state. In 
the charming month of June, by mutual agreement, parties by land and 
water to the number of 2,000 arrived on this prairie. As they viewed the 
vast Amphitheatre of lofty bluffs, the narrow lake on one side, the great 
river in front, they felt that it was the spot above all others for an Indian's 
lodge, and purchasing the privilege of Wabasha, the chief of the Dakota band 
that then lived here, they drew themselves up in battle array, and signified 
to the United States troops that they would die before they would leave. 

Twelve years hence, if the citizens who have taken the place of the rude 
aborigines will be large-hearted and foster the normal school, the public 
schools, and the churches of Christ, Winona will be lovelier than the ' ' Sweet 
Auburn" of the poet; and educated men and cultivated women, as they gaze 
on your public edifices and other evidences of refinement, will be attracted, 
and feel that here is the spot for a home, and, like the Indians in 1848, they 
will desire to tarry until they die. 

Among others, Principal Ogden occupied the attention of the 
Institute, touching, in a general manner, the design of the Normal 
School and the object of education. He showed that the object 
of education is not merely the acquisition of knowledge, "but the 
development of the whole character of the individual, physically, 
educationally, morally, and religiously." He spoke of the rela- 
tions of such a school to the wants of the rising generation; of the 
sufficiency of the educational supply to meet that want, if the mode 
of applying it were perfectly understood. The Normal School pro- 
posed to teach the method of applying the supply to the demand. 
He emphasized the importance of raising the teachers' calling to 



34 HISTORICAL SKETCH 

the rank of a profession. Education had not yet received its 
proper attention. While the learned professions had received the 
highest degree of systematic development, the vocation of the 
teacher, the basis of all professions, had dropped into the rear rank 
of the professional movement of the age. But while he would raise 
the teachers' vocation to the rank of a distinct profession, he urged 
that the man should not be entirely merged in the teacher. It 
was too often the case that the individual was lost sight of in the 
profession. He urged the necessity of general development. There 
was a peculiar analogy between the physical, intellectual and moral 
organizations. We nourish and exercise our physical powers and 
they grow — we feed and exercise our mental faculties and they 
grow — we cherish and exercise the natural promptings of the heart 
and it grows. Mr. Ogden directed the attention of the Institute to the 
nature of language and the method of teaching grammar to children. 
This called out the inquiry whether the analytic or synthetic method 
should be used in instructing children. He conducted a drill in 
grammar which, says the Winona Republican, "was highly in- 
structive and interesting, and elicited a good many hints in regard 
to teaching grammar. " "But these exercises," continues the Re- 
publican, "should have been witnessed to be properly appreciated." 

Mr. Burt of the Prudential Committee observed that the Nor- 
mal School would remove the necessity of a Teachers' Institute, as 
it was a thoro and systematic course of drill for the same object 
for which that was established. 

The persons who enrolled their names as members of this In- 
stitute are given in the appendix. A canvass of the members 
showed 17 names from New England, 18 from New York, 2 from 
Pennsylvania, 2 from Ohio, and 1 each from New Jersey and Wis- 
consin, and 2 from Illinois. 



OPENING OF THE INSTITUTION 

The institution was opened on Monday, September 3rd, 1860, 
under the charge of Principal Ogden, with the following order of 
exercises : 

Nine o'clock, a. m. — Examination of candidates at the school- 
house. "All are expected to be present at the hour. Examina- 
tion will be private." 



WINONA STATE NORMAL SCHOOL 35 

Monday evening, half past seven. — Opening address at the 
Baptist Church, by Rev. E. D. Neill, State Superintendent of Public 
Instruction. (This address has just been referred to.) 

Tuesday — "Will be devoted to the exercises of a Teachers' 
Institute. Teachers and friends of education from all parts of the 
State are earnestly requested to be present and participate in the 
exercises." 

Tuesday Evening. — Address by Chancellor Barnard of the 
Wisconsin State University. 

Wednesday Forenoon. — Lectures and addresses before the 
Insitute. 

Wednesday Afternoon. — Reading of letters and other com- 
munications from educational men. 

Wednesday Evening. — Inaugural Address by the Principal. 

Thursday Forenoon, nine o'clock. — A permanent organization 
of the Normal School. 

"The governor and other state officers are expected to be pres- 
ent during the exercises of the week." 

"Arrangements will be made for the gratuitous entertainment 
of all who may attend during the first week." 

There were twenty candidates for admission in attendance at 
the opening and the day was spent in their examination by the 
Principal. 



INAUGURAL ADDRESS OF JOHN OGDEN 

The inaugural address of Mr. Ogden was delivered at the Bap- 
tist Church to a large audience of citizens and students. Dr. Ford 
invited Lieutenant Governor Holcombe of Stillwater to preside and 
in so doing, happily alluded to the active efforts of that gentleman 
in behalf of the Normal School enterprise and the warm interest 
which he had manifested in its success from the very inception up 
to that auspicious moment. 

Letters were then read from Rev. E. D. Neill and Gov. Ramsey, 
at the close of which Mr. Ogden delivered his inaugural address. 
To this address it is not within our power to do adequate justice 
by any passing allusions; to give extracts from it, would but mar 
its effect. We give it complete in the appendix. It was high- 
toned, chaste, well-conceived, and well arranged, "doing much credit 



36 HISTORICAL SKETCH 

alike to the head and the heart of its author. Of its general scope 
we can but remark that it embraced an appropriate reference to the 
subject of devoting state aid to the necessary work of thoroly pre- 
paring teachers for educating the youth; an address of thanks to 
the Board of Trustees; and a comprehensive argument on the 
theory and practice of teaching. 

The following extract from the closing paragraphs of Principal 
Ogden's inaugural address embodies the ideal which guided the ad- 
ministration of the school at the outset : 

It shall be the leading object of the Normal School, so to distribute 
its labors and other exercises, that all the faculties of the pupil, physical, in- 
tellectual, moral, and spiritual, shall be addressed in due proportion, at the 
proper time, and in the proper manner; and so to develop, strengthen, ele- 
vate, and purify these powers, in the student; and so to train him in the 
educational processes, that he may readily apply them to the education of 
the children and youth committed to his care. More pains shall be taken to 
make teachers than mere scholars; well knowing this to be the point upon 
which Normal Schools fail more frequently than upon any other. Here, 
then, fellow teachers and friends, in this brief outline, behold my ideal of a 
school. Behold my type of a National Education. Behold what your 
schools ought to be, and every school must be, if we ever expect to meet a 
tithe of that weighty obligation resting upon us, the public servants of this 
great and growing Commonwealth. 



FIRST BUILDING FURNISHED BY WINONA 

The donation to the board of the use of a city building was an- 
other evidence of the friendliness of the citizens of Winona to this 
struggling institution. The use of a building was continued for 
eight years without charge to the state. A sketch from the orig- 
inal minutes 1 of the Normal Board of interest in this connection 
is here given: 

"The city of Winona, for the purpose of accommodating the 
school, erected a hall in a central and convenient part of the city, 
containing one large school room, one recitation room, a library room, 
and a suitable cloak room, and offered the same, without charge, 
to the Prudential Committee, until more permanent arrangements 
could be effected. This liberal offer has been accepted. Although 
the present number of pupils, and even more, may well be accom- 

1. Page 14. 




ORIGINAL CITY BUILDING, OCCUPIED 1860-69 




FIRST STATE BUILDING, OCCUPIED 1869 



WINONA STATE NORMAL SCHOOL 37 

modated, from indications in all parts of the State, these rooms 
will soon be too crowded, and the necessities of the school will de- 
mand a suitable and permanent Normal Building." 

The $7,000 subscribed by the citizens of Winona was not used 
for running expenses, but was reserved for the construction of the 
permanent building in 1867-8, at which time the subscription with 
its appreciated values amounted to about $10,000. 



THE FIRST "COMMENCEMENT" 

The first year was one of great promise thruout. Altho 
there was no graduating class, exercises were held at the Baptist 
Church, the last week in June, 1861, continuing the entire week, 
closing with a strawberry festival for the benefit of the school 1 . 
Among the visitors present were Messrs. Hickok, Ex-Superintendent 
of Public Instruction in the state of Pennsylvania, Allen, secretary 
of the Board of Normal Regents of Wisconsin, C. C. Andrews of St. 
Cloud, and Lieutenant Governor Ignatius Donnelly and Dr. Reid of 
St. Paul. Messrs. Hickok, Donnelly, and Andrews delivered ad- 
dresses. The subject of Mr. Hickok's address was "Education in 
Minnesota and Pennsylvania." The Board of Examiners consisted- 
of Messrs. Markham of St. Paul, Stone of Minneapolis, and Wil- 
liams of Wasioja 2 . 

Over the wide platform of the Baptist Church, stretching from 
wall to wall, two American flags were hung, on one the word "God," 
on the other "Liberty." Above these, in letters of "living green," 
was the motto, "The Education of the people, the strength of the 
Republic." Beneath them hung the portrait of Washington. 
Over the doorway hung the portrait of Lincoln. Concerning this 
picture the Winona Daily Republican for June 27, 1861, observed: 

"He looks a little lean and lank; but still the Old Abe of anti- 
secesh notoriety, we thought he was pleased with what he saw be- 
fore him, and that he occasionally nodded at Washington and 
nudged Webster, whose picture is near by, as much as to say, 'Good 
for Minnesota.' " 



1. See Winona Daily Republican, June 24, 1861. 

2. Ibid, June 25, 1861. 



38 HISTORICAL SKETCH 

High on the gallery wall was a circle of green inclosing the 
words, "The true Emblem of Education." Another important 
picture in the room was the representation of the first prayer in 
Congress. Fortunately the details of the first commencement in 
the First Minnesota State Normal School were carefully recorded 
by the Winona Daily Republican i and are here given: 

The closing exercises of the Normal School, on Friday last, was the 
great day of the feast. A three days' examination in the studies pursued 
during the year was the fatiguing introduction to the brilliant display of Fri- 
day afternoon and evening. Classes had been examined in arithmetic, 
geography, grammar, algebra, geometry, natural philosophy, Latin and 
botany; indeed in almost the entire range of science and literature. The 
peculiar and most interesting feature, however, was the teachers' class. As 
we looked and listened we could not but think, that, if the good people 
of the State could be present with us, and see and hear what we heard and 
saw, they would learn how much better qualified young men and women are 
to teach the youth of the land after a course such as can be obtained here. 
The drill is perfect. We predict for those who have gone out to undertake 
that which is to be the work of their lives, a success which will be both 
acknowledged and felt. 

The great object of the Normal School is the preparation of teachers. 
It was for this purpose that the institution was established, and the close 
of the first year of its existence proves that its mission has not been forgotten. 
Nor will it ever be. That which was but lately an idea is now a fixed fact. 
The State Normal School will live, and in the coming years thousands of 
bright-eyed boys and rosy-cheeked girls, as they sit in comfortable school 
rooms, and drink in lessons of wisdom and truth, from the well-trained in- 
structors, will call the originators and supporters of this enterprise, blessed. 

Friday, we said, was the feast day. Early in the afternoon, fathers, 
mothers, sisters, friends, and people generally, wended their way to the 
Baptist church to witness the literary performance of the students, and to 
listen to the strains of sweet music which all knew were in store for them. 
It was a pleasing spectacle! We never saw a more attentive audience; all 
were interested and all pleased. Patriotism was abundant and of the genu- 
ine stamp. It was but the outburst of that which has been burning within 
their hearts, ever since the Stars and Stripes fell from the flag staff of Sumter. 
The young men of the Normal School are loyal and full of fight; they will 
stand by the right and battle for their country through storm and sunshine. 

They will teach our children not only knowledge, but patriotism. Long 
may they wave. 

The ladies, too, acquitted themselves with honor and we feel proud to 
think that these were to go out as representatives of Minnesota culture and 
thought. Their essays were attractive, both in shape and matter ; and while 
womanly, were noble. Their articulation was distinct and full, yet having 
that subdued melody which tells of the gentle and quiet spirit. 

1. See issue for July 2, 1861. 



WINONA STATE NORMAL SCHOOL 39 

We forbear any further comments. It is only allowed us to allude to 
the presentation to Prof. Ogden, the Principal of the school, of a magnifi- 
cently bound copy of the Holy Scriptures. The remarks, by one of the 
young ladies of the school, on the occasion, were peculiarly touching, and 
the reply of Prof. Ogden brought tears to eyes unused to weep. As Mr. 
Hickok of Pennsylvania observed, so do we: "The pupils of the School have 
much to answer for; they made us cry. 

In the evening, Hon. C. C. Andrews and Lieut. Gov. Donnelly delivered 
able lectures : — after which a social reunion was had at the home of the 
Principal, and the first commencement of the Normal School was ended. 

We print herewith the programme of exercises on Friday afternoon, to 
which allusion has been made above: 

Music. 

Prayer. 

Music. 

Salutatory: R. C. Olin, Northfield 1 

Diversion: A. A. Bates, Northfield. 

Popular Education: D. D. Kimball, Winona. 

Music: Our Country: Anna M. White, Plainview. 

A Scripture Proverb : Mary E. Hoffman, Minneapolis. 

Douglas: G. R. Tucker, Winona 2 

Events of the Century: G. G. Gray, Warren 3 . 

Debate: "Is it right to use force to extend civilization?" 

Affirmative: A. W. Williamson, Pajutazee 

Negative: H. P. Hubbell, Winona* 
American Oratory, P. G. Hubbell, Winona 5 
Colloquy: Etta R. Howe, Winona 6 

Lottie I. Denman, Winona 7 

Bessie M. Thorne, Winona 8 
Music 
Flowers, an Allegory: Nellie M. Temple, New Boston 9 



1 For some time a prominent physician in Detroit, Michigan. 

2 Newspaper editor and later law reporter in Chicago; present address 2035 W. Harri- 
son St., Chicago, 111. In a letter under date of April 18, 1910, he says, "I hope again to become 
a resident of what I have always considered one of the most beautiful places in the country 
and where I spent many of the happiest years of my life, Winona, Minnesota." 

3 Enlisted with Mr. Ogden in a Wisconsin regiment; killed in the war. 

4 Died January 25, 1899. Mrs. Hubbell now lives in Winona. She states that Mr. 
Hubbell's opinion on the question debated never changed. 

5 At present editor of the Tacoma Daily News, Washington. He was "a joy to the 
community (Winona) because of his overflowing wit and humor.' 

6 Mrs. E. R. Hart, 40 N. Union St., Grand Rapids, Michigan. 

7 In 1866, married Dr. Abraham W. Lozier; 1867 graduated from New York Medical 
College and Hospital for Women. In 1868 was called to chair of physiology and hygiene in 
that Institution, which she occupied until her death. Died in New York City, Jan. 3, 1870, 
at the age of 26. See a volume "In Memoriam" published in New York, which contains ad- 
dresses by Rev. Cyrus D. Foss of Trinity M. E. Church, New York; R. W. Frank Russell of 
Park Congregational Church, Brooklyn; Miss Alida C. Avery, M. D., delivered at Vassar College, 
and by Mrs. Celia Burleigh of Brooklyn, besides many extracts from the press and resolutions 
by the college with which she was connected. II 

8 Mrs. William Donaldson of White Bear, Minn. 

9 Married Dr. Smith; now living at Santa Rosa, California. 



40 HISTORICAL SKETCH 

Death before Life: Gussie A. Brewster, Stillwater 1 

Necessities: S. T. Robinson, Winona 

Ellsworth: G. W. Knox, Winona 

Music: A Family in Heaven: Mary E. Winter, Winona 2 

Memories of Western Life: M. Louise Worthington, Winona 3 

Valedictory, Joseph D. Ford, Winona 4 

Music 

Benediction. 



ONE BOARD OF EDUCATION FOR NORMAL AND CITY SCHOOLS 

At the session of the Legislature in 1861, a special act was 
passed creating the first Board of Education of Winona. This 
Board was to consist of one school director elected from each of 
the three wards, the principal and such members of the Normal 
Board at Winona as shall be residents of said city and qualified. 

The idea was to copy somewhat after the Oswego plan of 
uniting the jurisdiction of the normal and public schools of Wi- 
nona, using the public schools as graded and model schools. At 
the municipal election held in April, 1861, Messrs. Thomas Simp- 
son, Richard Jackson, and John Keyes were elected members of the 
board of education, from the first, second, and third wards respec- 
tively ; and these, with Mr. Ogden as principal of the State Normal, 
constituted the first city board of education. Mr. Simpson was 
elected president, Mr. Keyes, recorder, and Mr. Ogden, first super- 
intendent of schools in the city of Winona. In the following year 
this law was repealed and the joint jurisdiction ceased. 



FIRST ANNUAL CIRCULAR OF PRUDENTIAL COMMITTEE 

The Prudential Committee of the Normal School issued their 
first annual circular in the Winona Daily Republican for August 1st, 
1861, announcing the opening of the second year of the institution 
and giving other useful information to those desiring to attend. 
The following is an extract from this circular: 

The first year of this Institution closed on the 28th of June. Encouraged 
by the decided success, so fully conceded by the Board of Examiners and 
others competent to judge, the State Normal Board of Instruction have di- 
rected the undersigned to announce that the second school year will com- 

1 Mrs. John Ogden: See biographical sketch of Mr. Ogden. 

2 Mrs. Charles F. Andrews; now deceased. Mr. Andrews now lives in Chattanoogo, 
Tenn. 

3 Mrs. P. G. Hubbell of Tacoma, Washington. 

4 Was until his death a very prominent attorney in Toledo, Ohio. 



WINONA STATE NORMAL SCHOOL 41 

mence on Monday, September 2, 1861. The Board have made arrangements 
for an efficient corps of instructors who deservedly rank among the first 
educators of the day and every effort consistent with the means placed at- 
their disposal will be made to provide trained teachers for our common 
schools, who will compare favorably with those of any other State. Al- 
ready about twenty pupils, who have enjoyed the privileges of this Institu- 
tion are engaged in teaching. 

J. P. BUCK, 

R. CLAPPERTON, 

Superintendent . 



OPENING OF SECOND YEAR OF SCHOOL 

The Normal School opened in the fall of 1861 with an increase 
of students. Mr. J. G. McMynn had been engaged as assistant 
teacher. He remained, however, but a short time, resigning early 
in October to take a position as major in a Wisconsin regiment. 
Mr. McMynn, as will be seen later, was elected principal in May, 
1864, but resigned without service. It may be noted that many 
of the students of the Normal School during Mr. Ogden's principal- 
ship entered the volunteer army in defense of the Union. 



RESIGNATION OF PRINCIPAL OGDEN 

Mr. Ogden resigned the principalship of the school December 
14, 1861, at the close of the first term of that year. The following 
extract from his letter of resignation clearly reflects the spirit of 
those stirring times : 

Winona, Minn., Dec. 14, 1861. 
To The Prudential Committee of The First State Normal School op 

Minnesota: — 
Gentlemen: — 

I hereby tender you my resignation of the principalship of the institu- 
tion intrusted to my care, thanking you most sincerely for the generous sup- 
port and counsel you have given me. 

In taking this step, it is proper that you and the public should under- 
stand the reason that impels me to it. 

My distracted and dishonored country calls louder for my poor service 
just now than the school does. I have, ever since our national flag was dis- 
honored, cherished the desire and indulged in the determination that — 
whenever I could do so without violation of a sense of duty — I would lay 
aside the habiliments of the school room and assume those of the camp, and 
now I am resolved to heed that call and rush to the breach, and with my 
life, if necessary, stay, if possible, the impious hands that are now clutching 



42 HISTORICAL SKETCH 

at the very existence of our free institutions. What are our schools worth ? 
What is our country without these? Our sons and our daughters must be 
slaves. Our beloved land must be a hissing and a byword among nations 
of the earth. Shall this fair and goodly land, this glorious Northwest be- 
come a stench in the nostrils of the Almighty, who made it so fair and so free ? 
No, not while there is one living soul to thrust a sword at treason. I con- 
fess my blood boils when I think of the deep disgrace of our country. 

My brethren and fellow-teachers are in the field. Some of them — the 
bravest and the best — have already fallen. Their blood will do more to 
cleanse this nation than their teaching would. So will mine. I feel ashamed 
to tarry longer. You may not urge me to stay. 

With these feelings, I am, with very great respect, 

Your most obedient servant. 

JOHN OGDEN. 

In the Winona Daily Republican for December 17, 1861, ap- 
pears the following notice concerning Principal Og den's resigna- 
tion: 

Prof. John Ogden, who, as Principal of the Minnesota State Normal 
School, has successfully conducted that institution from the beginning, has 
resigned his situation, and will shortly leave our city for another and widely 
different field of labor. The causes which induced this resignation are fully 
set forth in a card to the Prudential Committee of the Normal School, printed 
in another column. 

Mr. Ogden, as indicated in the card referred to, has determined to enter 
the service of his country in a military capacity, and will be connected with 
a regiment of cavalry being organized in Wisconsin. 

While we much regret his departure from among us, we cannot but ap- 
plaud the patriotic and self-sacrificing motives which have led him to this 
determination. During his residence of nearly two years in Winona, Mr. 
Ogden has conducted himself in such a manner as to win applause as a pro- 
fessional educator, and to acquire many warm friends as a man. He will 
leave our city attended by many sincere and ardent hopes for his future 
success. 



REASONS FOR CLOSING THE SCHOOL 

The reasons for the suspension of the school for over two years 
may be inferred from Mr. Ogden's letter of resignation, and may 
be stated as follows: (1) the interest in the great struggle then 
pending for national life overshadowed and overwhelmed every- 
thing else, and as a natural corollary of this, (2) competent teachers 
could not be found to take charge of the school. Such men were 
generally in the war. (3) The means for the support of the school 



WINONA STATE NORMAL SCHOOL 43 

were inadequate. The state had made no appropriations 
beyond the first $5,000. The state was too busy in the war to care 
for its educational interests. The original minutes of the Normal 
Board show that Resident Director David Burt and V.J. Walker, 
principal of the Winona High School, were temporarily in charge of 
the school during the second term, which closed March 2, 1862, 
and further sessions remained suspended until November 1, 1864. 



REOPENING OF THE SCHOOL IN 1864 

During the session of the Legislature in the spring of 1864 at the 
earnest solicitation of the citizens of Winona, led by Dr. John D. 
Ford, an act was passed largely thru the efforts of Hon. E. S. You- 
mans 1 , then in the House, on February nineteenth renewing the 
appropriations and re-establishing the school on a permanent 
basis. This act provided that the sum of $3,000 be appropriated 
for the year 1864, $4,000 for the following year, and $5,000 an- 
nually thereafter 2 . 

At the annual meeting of the Normal Board on the eighteenth 
of the following May, the Board resolved "that arrangements should 
be made for the opening of the Institution at the earliest practical 
moment," and the Prudential Committee was directed to secure 
a building for its accommodation. In case the requisite conven- 
iences could not be obtained for the temporary use of the School, 
the Committee was instructed to erect a building at an expense not 
exceeding $2,500. But fortunately this step was rendered un- 
necessary by the liberal action of the Common Council and the 
Board of Education of the city of Winona. The first story of the 
building occupied by the Normal School was re-arranged, repaired, 
and refitted for the accommodation of a model department. By 
this means two rooms were secured, each adapted to receive about 
forty children, thus forming the rudiments of that branch of the 
Normal system designed to afford the students the means of ob- 
serving and practicing "the best methods of teaching and govern- 
ing a school." 



1 Mr. Youmans' speech is given in full in the Appendix. 

2 General Laws of Minnesota, 1864, Chapter LXXV, p. 145. 



44 HISTORICAL SKETCH 

ELECTION AND RESIGNATION OF JOHN G. McMYNN AS PRINCIPAL 

At this meeting of the Normal Board, John G. McMynn of 
Racine, Wisconsin, was elected principal at a salary of eighteen 
hundred dollars per annum. But Mr. McMynn soon resigned and 
almost immediately upon the adjournment of this meeting an ex- 
tensive correspondence was commenced with the view of securing 
a Principal whose personal and professional character and quali- 
fications would insure the success of the new effort. 



EFFORTS OF THE BOARD TO SECURE COMPETENT PRINCIPAL 

(See Bulletin Oct., 1907.) 

The Board were convinced that upon the fulfillment of this 
condition more than upon any and all others, the final issue of the 
movement must depend. The efforts to secure this end and the ne- 
gotiations which followed consumed more time than the Board sup- 
posed would be necessary, and the opening of the school was con- 
sequently delayed to a later period than was originally contem- 
plated. The re-opening of the school could have been effected 
earlier if the Committee had felt themselves justified in accepting 
the services of inferior and inexperienced men. But in the decision 
of a question so vital to the welfare and success of the great move- 
ment, the Committee believed that they were justified in acting 
with prudent deliberation even at the risk of disappointing public 
expectation in the matter of reorganizing the Institution. As will 
be seen later, they secured the services of a gentleman who had 
probably had a more extended experience in the cause of Normal 
School instruction than had any other man in this country, he hav- 
ing been actively engaged in the work for nearly twenty years in the 
states of New York and New Jersey. It was not a mere fortuity 
that brought Mr. Phelps to the position he held for many years at 
the head of the faculty of the First Normal School of this state. 

Dr. Ford was the one who had been delegated to act in finding 
the man for the principalship. He opened an extensive corres- 
pondence with eastern educators, that brought applications for the 
position. As a member of the Board, Hon. E. S. Youmans was 
familiar with all that was being done and wrote his brother, Ed- 
ward L. Youmans, of New York City, who was engaged in educa- 
tional work, setting forth the desires and necessities of the new 




WILLIAM F. PHELPS 
Principal, 1864-76 



WINONA STATE NORMAL SCHOOL 45 

institution. In response, his brother wrote that he had been called 
to lecture before the State Normal School of New Jersey at Trenton 
and that the principal of that school, Mr. Phelps, impressed him as 
more advanced in his ideas of popular education than any other 
teacher he had met ; but that he did not know whether his services 
could be secured, altho in conversation concerning his work in 
that school, he expressed impatience at being hampered by an old 
fogy board of education. Mr. Youmans gave the letter to Dr. Ford, 
who had decided to go east to have personal interviews with ap- 
plicants with whom he had been in correspondence and he added 
the name of Mr. Phelps to his list, altho the latter was not an appli- 
cant. After personal interviews, Dr. Ford found that none of the 
applicants came up to his standard, and somewhat discouraged he 
went to Trenton. His first meeting with Mr. Phelps was simply as 
one connected with a normal school in the far west and his interest 
in normal school education impelled him to visit Trenton and look 
over their methods that he might perhaps be enabled to get pointers. 
That interview made a deep impression on both participants. Dr. 
Ford found not only a man, but a teacher, full of enthusiasm, who 
thoroly appreciated the importance of common school education 
and the relation of the normal school to the advancement of such an 
education. Mr. Phelps doubtless pictured to himself the Elysian 
in which a poor pedagog could revel when under a school board 
made up of men like Dr. Ford. 



ELECTION OF WM. F. PHELPS AS PRINCIPAL 

The result of the conference was that Dr. Ford offered Mr. 
Phelps the position of principal and Mr. Phelps consented to go to 
Winona and look the ground over. He came, accepted the post, 
and thus became identified with the Winona Normal School. 



PRINCIPAL PHELPS'S TRAINING FOR THE POSITION 

(See Bulletin, Nov., 1905.) 

Principal Phelps's rare ability as an organizer and disciplinarian 

was at once apparent in the prompt and efficient measures taken to 

re-establish the school on a permanent basis. To the wisdom of 

these measures and to the executive ability of their author is largely 



46 HISTORICAL SKETCH 

due the high standing which the Normal School at Winona has sub- 
sequently attained, and still holds, among the educational institu- 
tions of this country, and in order to appreciate the influence which 
was now brought to bear upon the young Minnesota Normal School, 
it will be necessary to summarize briefly the conditions and the 
success attained in normal school work in the part of the United 
States where the new principal secured his training. 

The Massachusetts normal schools did not for some time make 
a success of the training department or Model School. At Albany, 
however, the first school of practice in America was successfully 
established by Mr. Page, who called it an "Experimental School." 
It was opened at the beginning of the second term, and consisted of 
a single room of thirty or forty girls and boys of various ages. It 
presented the problems of a mixed country school with all of its 
difficulties and drawbacks. At first it had no permanent head, but 
two members of the most advanced normal class were assigned to 
it for two weeks each. One of the student teachers acted as an 
observer while the other heard the recitations. William F. Phelps 
was the first to act as observer or Superior and a young lady heard 
the recitations. At the end of two weeks the two student 
teachers were superseded by two others, and so on. But after a 
trial of one term the plan proved to be unsatisfactory, as under 
these constantly changing conditions there was a great lack of order 
and of continuity in the studies and recitations. Accordingly a 
permanent supervisor was decided upon as a remedy for the ir- 
regularity and disorder under the first plan. Mr Page, therefore, 
persuaded Mr. Phelps to accept the permanent supervisorship of 
this department. The supervisor of this enlarged department be- 
came the Principal of the New Jersey Normal School at Trenton in 
1855. This institution also was started under very modest condi- 
tions, in the second story of a business building; and the Legislature 
of New Jersey, following the example of New York, made its contin- 
uance contingent upon its success during a trial period of five years 
in which the "experiment" was being tested. A building was 
planned under the supervision of the principal, based upon the ex- 
perience gained in New York, whose normal "experiment" was by 
the way, begun in the upper stories of an abandoned railway sta- 
tion. As the school of practice had proved pedagogically success- 
ful at Albany, ample provision was made in the new building at 



WINONA STATE NORMAL SCHOOL 47 

Trenton for a large and well graded model school of three or four 
rooms, in order to furnish adequate facilities for instructing the art of 
teaching by actual practice, observation, and criticism. 

Encouraged by the success at Albany, and urged thereto by 
some of her leading citizens and educators, the Empire state, thru 
its Legislature, made provision for increasing the number of its 
normal schools, and establishing them upon more advanced lines. 
This movement really began at Oswego, where lived a gentleman 
of decidedly progressive tendencies, acting as the superintendent of 
the public schools and, at the same time, conducting what was 
called a "ragged school" of 120 wild Irish boys and girls of all ages 
from five to twenty-one years. This man, says his biographer, as 
he went to his work of a morning, was beset by his warm hearted 
Irish children, who trooped about him, seizing him by the fingers, 
or by the coat tail, or wherever they could best catch hold, to the 
great amusement of the passers-by. This man was Edward A. 
Sheldon, who afterwards became president of the State Normal 
School at Oswego, and whose name has gone down in history as a 
leader in a great reform in educational methods, and particularly 
as the representative of Pestalozzian principles in their practical 
operation in American schools. 

The pioneers in the work of promoting the new education 
longed to see these changes bring forth their beneficent results in 
the schools thruout the country. With this end in view, in Decem- 
ber, 1861, invitations were sent by Dr. Sheldon to a number of 
prominent educators in various parts of the country to come to see 
for themselves the work being done at Oswego, that the teachers 
of the country might have an authoritative judgment concerning the 
new system. Several of the gentlemen invited accepted the invi- 
tation, among whom were William F. Phelps, principal of the State 
Normal School of New Jersey, David N. Camp, Superintendent of 
Schools in Connecticut, and principal of its Normal School, D. H. 
Cochran, principal of the State Normal School at Albany, N. Y., 
and Miss L. E. Ketchum, superintendent of the School of Practice 
in the State Normal School at Bloomington, 111. These educators 
spent several days in the inspection of the exercises in the Oswego 
schools. Mr. Phelps was appointed chairman of a special commit- 
tee to prepare the report. This report was exhaustive and dis- 
criminating, and it constitutes a most important document in the 



48 HISTORICAL SKETCH 

history of American pedagogy. It was the first noteworthy in- 
strument employed in the spreading of the Oswego idea. Its hearty 
commendations represented the views of scholars from widely dif- 
ferent sections of the country, and arrested -the attention of many 
whom the annual reports of Dr. Sheldon had not reached. 

The following closing extract from the report shows the nature 
of the conclusions: 

1. That the principles of the system are philosophical and sound ; 
that they are founded in and are in harmony with, the nature of man, and 
hence are best adapted to secure to him such an education as will conduce in 
the highest degree to his welfare and happiness, present and future. 

2. That the particular methods of instruction in the exercises before 
us, as illustrative of these principles, merit and receive our hearty approba- 
tion, subject to such modification as experience and the characteristics of 
our people may determine to be wise and expedient. 

Resolved, that this system of primary instruction which substitutes 
in good measure the teacher for the book, demands in its instructors varied 
knowledge and thorough culture, and that attempts to introduce it by those 
who do not clearly comprehend its principles, and who have not been trained 
in its methods, can only result in failure. 

The State Normal School at Trenton, N. J., one of the best of 
those founded before the Oswego Normal School, was one of the first 
to investigate the new methods. After Wm. F. Phelps's visit to 
Oswego he immediately sent one of his teachers there to learn the 
new system. Of the changes effected by this one teacher Mr. Phelps 
wrote : "One of the most striking and valuable features of this ex- 
periment was its suggestiveness. It was an eye-opener, and it at 
once set other teachers to thinking and studying, and the influence of 
this one partially trained teacher extended far beyond the limits of 
her own primary room to the school at large, and to the public 
schools of the town. This experiment, imperfect as it was, led to 
lasting improvement. The new ideas, once finding a lodgment, 
were found to remain and grow in influence and power; and the Nor- 
mal School at Trenton today is in the front rank of institutions of its 
class in respect to its character and courses and methods of instruc- 
tion. All this was largely due to the impetus given it at that time." 



WINONA STATE NORMAL SCHOOL 49 

OSWEGO INFLUENCE CARRIED TO MINNESOTA 

Those interested in the advance of normal school work were 
soon able to say that "The New West was quickly responsive to the 
new methods." "It was young, unconventional, little trammeled 
by old traditions ; it was settled by men who grasped opportunities ; 
it felt that it could buy the best things the East could furnish; it 
was growing ambitious to possess a literature and an art ; it was 
sensitive to remarks made about its education ; it would have 
teachers as good as the best, methods as modern as its own life — 
methods that were practical, real, and would yield quick results, and 
these the West adopted in good, hearty, western style." 

In answer to inquiries in 1898, Mr. Phelps wrote, "You can set 
Minnesota down as a Normal state according to the standard es- 
tablished at Oswego. ' ' Upon this statement it was commented that 
"These few words tell the story of Oswego's remarkable achieve- 
ment in Minnesota." 

"The Winona, Minnesota, Normal School," says another, 
"originally projected in 1860, was not put on a working basis until 
1864, when President Phelps, of the Trenton Normal School, and 
Chairman of the Committee of Educators at Oswego in 1861, was 
invited to become its President. This he did in radical fashion. 
His plan was to make it over completely in accord with the methods 
and the system at Oswego. Accordingly he filled the faculty with 
graduates from Oswego or with those who had been instructed and 
trained by them." 

It will thus be seen from the preceding narrative that the Wi- 
nona State Normal School was largely a composite or embodiment 
of the best in Massachusetts — thoroness in elementary scholar- 
ship; of the best in New York, in successful provision for ac- 
tual practice in the Model School; of the best in New Jersey, 
in the establishment of the grades for practice and the inaugura- 
tion of the initial steps for the application of practical object teach- 
ing, lessons in form, color, etc. ; and the best in Oswego, in the adap- 
tation to use in the common school of Pestalozzian principles. It 
became an evangel agency, so to speak, for propagating the new 
ideas and the new education in the state, and in the community at 
large, and even in the lands beyond the sea, as in the Argentine Re- 
public. This last phase will be given special notice in another place. 



50 HISTORICAL SKETCH 

PRINCIPAL PHELPS'S IDEA OF THE FUNCTION OF A NORMAL 

SCHOOL 

The following extract from Principal Phelps's first annual re- 
port indicates the policy of the school under the administration of 
twelve years which followed the re-opening: 

The aims and objects of Normal Training Schools for teachers are too 
well known to require any extended elucidation of them here. These objects 
have been so frequently and so fully set forth during the last 150 years in 
the old world, and in the past 30 years in various parts of our own country, 
that no intelligent man will dare to plead ignorance in respect to them. 
These institutions are rapidly becoming the centers of educational influence 
and progress in every civilized country. The mere fact of their existence 
and rapid multiplication throughout our land, is prima facia evidence of 
the popular appreciation of their purposes, as well as of their utility 
and necessity. Suffice it to say then, that the Normal School aims to 
educate and train teachers to a proper conception of the principles, 
and to a skillful execution of the practice of their difficult art. It 
seeks to impart to them an accurate knowledge of those subjects which they 
are required to teach, that they may teach with intelligence and taste. It 
must, moreover, labor to develop in them all those excellencies of character 
their influence, and moulded into intelligent and virtuous citizens. It must 
thoroughly imbue them with a love for their work. It must generate in 
them the true esprit de corps. It must make them acquainted, as far as 
possible, with those multifarious and complicated processes which are best 
calculated to draw out the faculties of the young, and bring their three-fold 
natures into harmonious and healthful activity. In fine, the Normal School 
should inspire its pupils with those comprehensive views of education which 
should shape all their measures and methods, and thus enable them, by an 
intelligent and judicial adaptation of means, to aim directly at the develop- 
ment of all that pertains to a noble and symmetrical manhood and woman- 
hood. 



STATE SUPERINTENDENT'S COMMENT ON WINONA NORMAL 
AND ITS PRINCIPAL 

Concerning the re-opening of the school and the qualifications 
of Mr. Phelps, a quotation is here given from the Fifth Annual Re- 
port of the Superintendent of Public Instruction: 

I congratulate the Legislature upon the auspicious circumstances at- 
tending the re-opening of the Normal School at Winona. In respect both to 
the numbers attending the school and the distinguished ability of the Prin- 
cipal, the friends of education are afforded ample cause of felicitation. 
Prof. Phelps brings to his aid the experience of twenty years of active service, 
the greater part of which has been passed at the head of one of the most cele- 



WINONA STATE NORMAL SCHOOL 51 

brated Normal Schools in the Union. His engagement by the Normal Board 
of Minnesota, argues a success for the school at the very outset. 

A visit recently paid to the Normal School, enables me to speak with 
some personal knowledge of its flourishing condition and happy prospects. 
Although prepared by the high character of the Principal to expect a grati- 
fying exhibit, I was, nevertheless, agreeably surprised at the progress which 
his brief term of service had brought about. The methods of instruction 
are of the simplest, plainest, and hence the most effective character, and 
the attention, care and application of the students, and the neatness and 
order which reigned throughout the place, were pleasant to behold. I re- 
gard the Normal School at Winona as already a success; and if any argu- 
ment were wanting of the necessity which exists for the maintenance of this 
Institution in a becoming manner, it is furnished in the extracts from the 
reports of County Superintendents to be found in the opening paragraphs of 
this report. — David Blakely 



AN APPEAL TO THE LEGISTATURE FOR FUNDS 

In his report to the Legislature in 1865, David Blakely, Su- 
perintendent of Public Instruction, made the following statements : 

The success of the Normal School at Winona is now beyond question. 
It is rapidly and triumphantly demonstrating the wisdom and sagacity of 
those who labored so earnestly to secure its establishment, and who through 
all its trials and adversities, never lost faith in its inherent worth as a motive 
power in popular education. ******* * 

The premises now occupied can accommodate only fifty students. 
But fifty-eight are crowded into its limited apartments, while many more are 
awaiting the opportunity for admission. With proper accommodations, 
there is no doubt that three or four times the present number of pupils would 
seek admission to qualify themselves for the work of teaching. The number 
which ought to be provided for is 250 for the Normal School, besides which 
there should be ample accommodations for the model and experimental 
classes necessary to the proper training of the students. For these purposes, 
a large building will be needed, and liberal appropriations should be made. 
A state can never judiciously expend too much for such a purpose as this; 
for however large her investments, they are sure to yield a corresponding 
return. I cannot forbear to express the hope that this subject will receive 
that prompt and comprehensive consideration which the present wants, and 
the future promise of the State demand. 

I cannot close this branch of my report without alluding in terms of 
high commendation to the ability, sagacity, industry, and faithfulness which 
have characterized the conduct of the school by Prof. Wm. F. Phelps, its 
experienced and accomplished principal. Bringing to his aid the practical 
knowledge derived from a life devoted to the work of education, and select- 
ing for his assistants, the most thorough teachers within reach, he has wrought 
in a very brief period, with the poorest possible encouragement as regards 



52 HISTORICAL SKETCH 

every exterior aid and appliance, a work of which the State has abundant 
reason already to be proud. The cause of education generally in the State 
has received an impetus from the presence and labors of Prof. Phelps, which 
this Department is glad to recognize, and which the Legislature will doubt- 
less be prompt to acknowledge. 

Mr. Phelps stood for a high standard for teachers for the 
rural schools. There was no great demand for the training of 
teachers for higher grades until Mr. Morey's time, but the later 
years of Mr. Phelps's administration show the beginning of this 
demand, and the reports of those years show, too, that he was 
abreast of the times in making preparations to meet this demand. 

Mr. Phelps established the first laboratory in the State, even 
before there was one in the State University. He, like Dr. Shep- 
ard, put much stress on illustrative teaching, hence the excellent 
museum, which he could ill afford. The very fact that Mr. Phelps 
was able to secure such a large building for a new school in a new 
state bespeaks his untiring efforts to convince Legislators, and re- 
veals the largeness of his conception as to the future of the institu- 
tion. 



PUBLIC EXAMINATION OF STUDENTS IN 1865 

The examination of the normal school students in June, 1865, 
was carefully chronicled in the Winona Daily Republican for June 28 
and 29. The principal part of that account is here given : 

The examination of the Normal School commenced on Tuesday morn- 
ing, at nine o'clock, in the Baptist Church. Besides the pupils, their parents 
and friends, professional teachers, members of school committees and county 
superintendents of education, there was a large and respectable gathering 
of ladies and gentlemen belonging to Winona and its neighborhood. Prof. 
Phelps commenced the scholastic business of the day by conducting, with 
his usual tact, skill, and animation, a recitation in reading and elocution, 
which was participated in by all the pupils. This exercise consisted of se- 
lections from the "Fifth National Reader," being short and pithy sentences 
which embraced, in a short compass, almost every possible combination of 
sounds of difficult articulation, but which were read by the pupils with 
singular accuracy and precision of enunciation, thus exhibiting the perfect 
command which, after thorough drilling by their accomplished teacher, they 
had obtained over what is usually regarded by the young grammarian as 
somewhat perplexing — a knowledge and mastery of the "elementary 
sounds" of our language — a subject so much neglected in our common 
schools until a very recent period. To read with intelligence and feeling, 
the professor well observed, was a rare accomplishment in our public schools, 



WINONA STATE NORMAL SCHOOL 53 

or indeed anywhere; and the reason undoubtedly was that young children 
were begun to read upon a wrong principle at the commencement of their 
career, or in other words, without being first of all thoroughly drilled and 
examined, at every stage of their progress, as to the precise import, force and 
meaning of every single word that occurred in their lesson. It was in this 
way only that good readers could be formed — by beginning at the right 
time and in the right way. 

A class from the model school, composed of children of from seven to 
nine or ten years, then came upon the platform, and read several passages 
from their class-book with remarkable ease, fluency, and intelligence, con- 
sidering their years — a fact indicative at once of the great attention and 
pains bestowed upon them by their excellent teacher, Miss Gould, and the 
superiority of the plans and methods under which their education had been 
conducted over those generally in use. The next exercise was a recitation 
in English grammar, which was conducted by Miss Lee. Here the pupils 
showed, by the readiness and accuracy of their answers, that they had mas- 
tered the intricacies of parsing and analysis, and were a credit to their 
teacher who had striven to render a usually dry subject interesting and pal- 
atable. A class in mathematical geography was then examined by the same 
lady, and here also the pupils evinced, by their answers, that they had 
thoroughly mastered the main elements of that instructive and beautiful 
science, which forms the threshold to all true scientific knowledge of the 
universe. The pupils laid down on the blackboard, with accuracy and neat- 
ness, the different diagrams illustrative of the subject, and readily gave defi- 
nitions, and by means of Perce's new magnetic globes, illustrated, with much 
clearness, such topics as the spherical form of the earth, the obliquity of the 
ecliptic, and as a consequence of that obliquity, the constant parallelism pre- 
served by the earth's axis, the various positions assumed by the earth in her 
annual trip around the sun, giving rise to the different seasons of the year. 
Professor Phelps stated to the audience that at the close of last term this 
class had had barely time to go over this subject (which lay at the foundation 
of a true knowledge of geography), in the most cursory manner; but they 
had now had an opportunity of going minutely into it, and examining it 
topically in the searching light cast upon it by the method of Pestalozzi, 
and the ready and accurate answers given to almost every question by the 
pupils showed that his labors had been amply rewarded. It was his main 
object, he said, in this, as well as in every other branch he taught, to give 
those attending the Normal School a right start and direction in their studies 
at the outset. When this was done, but not until then, the path to higher 
attainments was easy and delightful. 

At two o'clock in the afternoon, the examination was continued, the 
exercises and recitations being, as in the forenoon, judiciously interspersed 
with vocal music, which was well executed by the pupils. To show what 
can be done, under judicious instruction, to very young pupils, and as a proof 
of how much has been accomplished and how well it has been accomplished 
in a short time, there was then introduced the first or lowest class of children 
in the model school, the members of which, as was stated by the teacher, Miss 



54 HISTORICAL SHETCH 

Timanus, had only been a few months under her tuition, most of them on 
commencing being scarcely able to spell their way through the simplest words 
of the language. Under the improved methods adopted in the model school, 
they showed clearly that they had made remarkable progress, not merely in 
mechanical reading or in ability to pronounce the vocables, but had, in fact, 
reached the much higher and more valuable attainment of giving a lively 
and animated, as well as a natural and unaffected expression to the subject 
of the lesson. An exercise by the same class in spelling, likewise did them 
and their teacher equal credit; and slates were exhibited and circulated 
among the audience which showed that they had not only been taught to 
read and spell well, but even to write and draw in a manner that would have 
done credit to much older children. An invitation was given here by Professor 
Phelps to the various gentlemen composing the school committee, to county 
superintendents, and examiners of teachers, as well as to professional 
teachers, and extended to all friends and patrons of education, to visit the 
model school on Wednesday morning at 8 o'clock, when they would have 
an opportunity of seeing it in practical operation, or as it was during the 
usual routine. He likewise invited the gentlemen above referred to and any 
others present who might feel an inclination, to put questions to the pupils 
of the Normal school relative to any point connected with the subjects of 
examination. He was always glad when such questions were put at an ex- 
amination like this, for he wished to expose not alone the knowledge and 
proficiency of his pupils, but also their ignorance, for he was one of those who 
held that the very first step towards true intellectual progress was an ac- 
knowledgment and conviction of how little we really know. This was the 
starting point of all genuine progress in education. 

An arithmetical class was next introduced,'' which had received a good 
deal of attention from the Professor, who had confined their attention prin- 
cipally to what is usually considered a very elementary branch, but which, 
at the same time, must be regarded as a very essential branch of the philos- 
ophy of arithmetic. He would beg leave to repeat what he had formerly 
said, that his chief object, as principal of the Normal School, was to lay a 
solid and substantial foundation for the future attainments of his pupils. 
The exercises in decimal notation, it is true, were elementary, but it is clear 
that without a correct knowledge of decimals, there was little hope of high 
attainments in arithmetic. The pupils examined showed that they were 
able, readily, to explain the rationals of the rules, as well as quickly to solve 
questions on the blackboard. The Professor here took occasion to mention 
that he had advocated and used this improved method of teaching decimal 
arithmetic for the long period of twenty-five years, and had invariably found 
that it was, when properly presented, both more easily approached by the 
learner as well as far more philosophical than the older methods. 

An exercise in vocal music by the whole school, which was very well 
executed, elicited from the Principal a high tribute of praise to Mr. Adams, 
teacher of music, who, although he had unfortunately labored under ill 
health the greater part of the time he had been in the State, had still very 
efficiently discharged his duties in connection with the institution. An ex- 



WINONA STATE NORMAL SCHOOL 55 

animation on "principles and methods of teaching" next followed, and the 
pupils generally gave very intelligent and comprehensive answers to the 
different questions proposed, showing that mind, and not memory alone, had 
been at work. 

On Wednesday, the first exercise was by a juvenile class from the model 
school, being a preparatory lesson to the study of Geography. It had been 
found by long experience very unprofitable to teach this subject to young 
pupils by the use of dry definitions which they were never able to realize. 
Geography is a comprehensive subject embracing a great variety of topics, 
and requires careful preparation at the outset. This was a lesson on "place," 
by means of which the youthful mind obtained clear and precise notions of 
the relations of surrounding objects, and was able likewise to cultivate the 
habit of ready and accurate expression and definition. This exhibition was 
very satisfactory, as well as the appearance of an elementary reading class, 
the majority of which, only a short time ago, barely knew their letters, but 
could now read and pronounce simple words and sentences almost as fast as 
they could be written on the blackboard. 

An exercise in map description followed; the principal observing that 
he hoped the time was not far distant when his pupils would have their ge- 
ography at the tips of their fingers, as well as at the end of their tongues. 
This exercise, which also included outline map drawing upon the blackboard, 
the teacher said, had been brought forward at this time more as a sample of 
what he proposed, intended and expected his pupils to do in this branch, 
than what they had actually accomplished. It was introduced to show the 
method. In Trenton, New Jersey, and other places, children ten and twelve 
years of age are able readily to sketch and describe accurately the entire 
principal features of almost any portion of the earth. This outline sketching 
was likewise an excellent means of cultivating the hand and eye, which might 
be useful for other purposes. Next came a lesson on "form," being geog- 
raphy in a very elementary form, but still, as the Professor remarked, in a 
very practical and useful way. This juvenile class made a very good ap- 
pearance, and showed by their answers that they had clear and lucid ideas 
of "form," as well as proved the value of that invaluable help to the teach- 
er — the blackboard. 

A class in physical geography belonging to the Normal department 
then came forward and recited a lesson in that instructive science. The 
pupils, previous to this term, had received no instruction in this branch, yet 
exhibited much proficiency by correctly answering a great many questions 
as well as laying down upon the blackboard neat representations accounting 
scientifically for the currents of air and water, which perform such a useful 
and beneficent purpose in the economy of nature. The Principal stated that 
he used no regular text books upon this subject, but drew the materials for 
the instruction of his pupils from all sources. 

The interest of the examination was well sustained throughout. In 
the afternoon the first exercise was one appropriate only in a Normal School, 
the design of which was to teach the principles and art of teaching. When 
a recitation was being conducted, the pupils had to look on, observe, and 



56 HISTORICAL SKETCH 

learn their profession by the discovery of the true methods of teaching. In 
education it has been well said, method is everything. It was not, the Pro- 
cessor said, so much what a child learns, as how he learns it. The great ob- 
ject of an enlightened system was to develop power and call forth the mental 
energies of the human being. A junior class was next brought in, the object 
of their exercise being to develop the idea of number; and this was suc- 
ceeded by another which had reached simple division in numbers. The 
Normal School pupils were freely allowed to criticise each other's mode of 
conducting a recitation of the kind ; but enlightened criticism, of course, does 
not alone mean the finding of fault, but the expression of approval and 
the administering of praise. Within proper limits, this is a very im- 
proving exercise and an essential branch of a Normal education. 

This was followed by songs by two young ladies of the school, both of 
whose performances were received by the audience with great applause. A 
lesson on language, or an introduction to the study of English grammar with- 
out its technicalities, by the children in Miss Gould's department, wound up 
the proceedings, every one appearing to be highly pleased at the proficiency 
of the scholars and the very efficient and successful manner in which Pro- 
fessor Phelps had discharged his important duties as Principal. 



COMMENT OF AN EXAMINER 

Concerning the work of the Normal School and the exercise 
just given, the superintendent of Steele County, Mr. A. A. Harwood, 
in his report to the Superintendent of Public Instruction, made the 
following statement: "I cannot close this report without alluding 
to the highly beneficial influence which the State Normal School, 
if properly fostered, is destined to exert for the improvement of 
our public schools. It has already begun, and will continue more 
rapidly to furnish properly qualified teachers for the district schools. 
It was my privilege, as one of the committee, to participate in the 
examination at the close of the term ending June 28th, 1865. And 
to express myself briefly, I will say that persons emanating from 
that institution are denuded of everything pertaining to education 
or character which is improper or unchaste, and robed with a vesture 
which imparts a grace to worth and adds the'charm of loveliness to 
beauty of thought and propriety of action. If we afford material 
aid to the Normal School, so as to enlarge its capacity and increase 
its influence, time will reimburse us with a golden wealth of moral 
and intellectual purity." 



WINONA STATE NORMAL SCHOOL 57 

FINAL SETTLEMENT OF LOCATION OF BUILDING 

Soon after the re-opening of the school in 1864, the question of 
the location of the new building for the institution became promi- 
nent. Block 17 of Sanborn's addition, which is near the present 
Milwaukee station, was not favored by the citizens generally, and as 
early as April 17, 1861, it was resolved at a meeting of the Normal 
Board in St. Paul, on the motion of James W. Taylor, "that the pres- 
ident is authorized and directed to receive propositions for exchange 
of the present site of the school for any other more eligible location 
and report the same for the action of the Board." 

In accordance with this resolution, the president of the Board, 
Dr. Ford, advertised as follows in the Winona Republican i : 
"To The Citizens of Winona: 

At the last meeting of the State Normal Board of Education, 
the undersigned was directed to receive, either from individuals or 
the City Council, propositions in writing for a change of location of 
the selected site for the Normal School building. In accordance 
with the above, any propositions, made within thirty days of date, 
will be submitted to said Board for action thereof. 

It is contemplated to erect buildings for the school on the 
present site, unless a more eligible location can be made available 
to the Board." 

In an editorial two days later the Republican made the follow- 
ing comment: 

We would direct the attention of our city readers to the advertisement 
in another column of Dr. Ford in behalf of the State Normal Board, in- 
viting proposals for a change of location of the selected site for the Normal 
School buildings. At the time when the present site was selected, very gen- 
eral dissatisfaction was manifested by the citizens of Winona, in consequence 
of its remoteness from the river front, and a strong desire has repeatedly been 
expressed that a site in some better locality, nearer the river, should be ob- 
tained instead. As the Board have in contemplation the erection of a build- 
ing on the grounds at an early day, they have deemed it best to give our 
citizens an opportunity for making the proposed change, and hence the in- 
vitation of the President, above alluded to. 

In common with many others, it would give us pleasure to see the Nor- 
mal School buildings erected on some more sightly and commanding spot 
than the one already chosen, the chief recommendation of which is that it 
is as much hidden from view as it well could be, unless a site were to be se- 
lected immediately on the classic shores of Lake Winona. Lots in this city 



1 See issues for June 18-22; June 27-July 18, 1861. 



58 HISTORICAL SKETCH 

are not so scarce, nor are they, many of them so extremely valuable, that 
our public institutions and buildings should be on this account crowded off 
into the mud-holes and sloughs, as if they were something to be ashamed of. 
If the citizens of Winona really desire to secure a more eligible situa- 
tion for the Normal School buildings, they will have to move in the matter 
immediately, else the Board will proceed to occupy that already in their po- 
session. 

On June 24 Mr. Henry D. Huff made the following proposal 
to the Normal Board: 

I see there is a chance for re-locating the Normal School and the op- 
portunity for one or more to show their liberality. This is a chance I have 
long sought. Hence I make the following proposition to the Normal School 
Board, to-wit: I will donate block fourteen (14), sixteen (16), and twenty- 
two (22), about 10 acres of land, in the Evans addition, subject, however, 
to the Evans Estate, as shown by the Record, and provided that the Normal 
School buildings are located on one or more of the said blocks. One of these 
blocks lies high, and is a very desirable location. Now if there is any one 
who will pay the incumbrances, and take two of these blocks, there is a 
chance, as one is all the school needs. The blocks are of large size, con- 
taining, I think, over three acres each. This would be a good bargain for 
any one. In case this proposition does not suit, I will donate, free and clear 
from all incumbrance, a block in Hamilton's addition, which shall be on the 
most desirable spot on said addition somewhere between the house of John 
I. Hubbard and the old Hamilton house, west of John A. Mathews' residence. 

HENRY D. HUFF. 

This was in 1861. The matter was not settled until after the re- 
opening of the school in 1864. On June 30, 1865, on motion of Mr. 
Parker, the Normal Board instructed the "Prudential Committee 
* * * * to purchase Block Four (4) in Sanborn's Division of 
Winona for the location of the State Normal School at a sum not 
exceeding two thousand dollars ($2,000) V 

The Treasurer's report 2 shows that $2018.10 was paid on 
August 1st, 1865, for a "building site." This was probably Block 
Four. The city of Winona donated the additional amount neces- 
sary to purchase the block. 

In the minutes of the Normal Board for June 28, 1866, we find 
the following, which shows that Mr. Huff made an offer in 1866 3 : 
"Mr. Barnes submitted the following proposition — That this 
Board accept the proposition made this p. m. by Mr. Huff to do- 
nate the six acres of land visited this day by the Board on con- 



1 Original Minutes, p. 35. 

2 Ibid, p. 47. 

3 Ibid, p. 41. 



WINONA STATE NORMAL SCHOOL 59 

dition that the Board adopt the plan for a building now before 
it and locate this building upon said land. Messrs. Buck and 
Prescott were appointed a committee to wait upon the City Coun- 
cil and receive any proposition to be made on the part of the city 
pursuant to invitations made at the meeting in the afternoon. The 
committee reported that the Council would communicate with the 
Board in the course of the evening." 

The following proposition was submitted by the Mayor on be- 
half of the city: 

"To The State Normal School Board: — 

The city council of Winona makes the following proposition to 
your honorable Board: That if the Board will erect the Normal 
School building upon the present site, viz. block 4, Sanborn's ad- 
dition, and vacate and donate to the state that part of Johnson 
Street lying between blocks 3 and 4 ; or, in case it can be procured, 
the city will purchase and donate to the state the whole of said 
block. This provided that the Board will convey to the city block 
17 in Sanborn's addition. 

R. D. Cone, 

Mayor." 

This proposition was promptly accepted by the board, and 
Book One 1 of the Ordinances of Winona shows that the City 
Council did ordain: "Section 1. That part of Johnson Street lying 
between blocks No. three (3) and four (4) in Sanborn's addition to 
the city of Winona, being that part of said street lying between the 
northerly line of King Street and the southerly line of Sanborn 
Street, be and the same is hereby vacated and abolished." 

This ordinance was passed September 29, 1866. It appears, 
too, that the city bought the whole of block 3, Sanborn's addition, 
and gave it outright to the State, waiving the conditions stated in 
the communication of the Mayor 2 . 



1 Page 155. 

2 See History of Winona County, p. 389; also Winona Republican for June 29, 1866. 



60 HISTORICAL SKETCH 

APPROPRIATION OF LEGISLATURE FOR A PERMANENT 

BUILDING 

During the session of the Legislature of 1866, the first appro- 
priation of $10,000 for a building was obtained, mainly through the 
efforts of Hon. Thomas Simpson in the State Senate. This appro- 
priation was designed to secure plans and to supplement the con- 
tributions of the citizens and city of Winona, and was entirely used 
in constructing a foundation, — an important measure which com- 
mitted the State fully to the erection of a building at Winona. 
The plans for the building were drawn by the architect, G. P. 
Randall, of Chicago, and were adopted by the Board at its meeting 
in June, 1866. 



FIRST GRADUATING EXERCISES 

The last week in June, 1866, was a great land mark in the his- 
tory of this new Normal School. The following notice appeared in 
the Winona Daily Republican for June 25 : 

The annual examination of the State Normal School will take place 
this week, commencing at nine o'clock tomorrow morning in the Methodist 
church. The exercises will be of a public character, and will be of great in- 
terest throughout. There will doubtless be a large attendance of the prom- 
inent friends of education from various parts of the State. Among these, 
Governor Marshall has announced his intention to be present, as also ex- 
Lieut. Governor Holcombe, and others. Our own citizens and especially 
those who have children or friends in attendance, should not neglect to wit- 
ness the examination exercises." 

A member of the first graduating class, Mr. Fayette L. Cooke, 
now President of the Normal School at Spearfish, South Dakota, 
visited the Winona Normal in March of this year. He stated that 
much was made of the public examinations in the early years of the 
institution, and at this point in the history of the institution we can- 
not do better than give a complete contemporary account of 
the first graduating exercises, which extended over three days and 
were public. 

In the Winona Daily Republican for June 26, 27, 28, 29, and 
30, 1866, is found an interesting account, the principal part of which 
is here given: 

The very general attention now given, by all classes of people, to the 
subject of Popular Education is undoubtedly one of the most hopeful and 
cheering signs of the times. In the particularly auspicious situation of this 



WINONA STATE NORMAL SCHOOL 61 

country at the present time, with peace restored upon a firm and honorable 
basis, and now entering upon a course of unexampled social prosperity, it is 
especially gratifying to observe, from such favorable prognostics, that we 
are likely, both at the North and the South, to commence our new career in 
the right spirit and in the proper direction. It will be our wisdom and our 
glory as a nation to endeavor to render the moral and social advancement 
of our population in some measure commensurate with, and worthy of, our 
great and ever increasing material prosperity. For, without here entering 
upon any elaborate philosophical argument, it will most readily be acknow- 
ledged by all thinking minds everywhere that, asit was through ignorance, 
chiefly, that the rebellion became so formidable, so through the influence of 
the Common School, and the consequent wide spread intelligence in the 
more favored sections of the country, it was that the Union was saved in 
its hour of extreme peril and danger. And what has preserved our country 
in war, and carried successfully and triumphantly through the sorest trials 
of a bitter internecine struggle, we may rest assured can alone preserve it 
in its integrity, and strengthen and embellish it in peace. What we have 
mostly to fear in a Republic, and what we have chiefly to guard against is — 
ignorance. Ignorance is the stronghold of copperheadism, slavery 
(mental and bodily), and corruption in all its forms. The common 
school makes war upon this dangerous enemy of our peace, and the spelling 
book and schoolmaster belong to the regular army of invasion which is 
sure in the end to win. Cannon balls may aid the truth, but these in- 
fluences are stronger, cheaper and more lasting. The South sought to build 
without the Common School — that most essential pillar of all genuine and 
lasting national prosperity and progress, and their house fell and could not 
help falling, because it was founded upon sand. Their case is a lesson to the 
whole country ; for all more or less need reconstructing. It proves that only 
as we are true to the vital and lasting interests of humanity can we hope to 
build up the social temple upon an enduring foundation never to be shaken. 

We have thought proper to devote some considerable portion of our 
space this week to educational matters, partly on account of their intrinsic 
importance to our social well being, and partly because we lack an educa- 
tional journal for our State, in which they might more appropriately find 
a place. 

The examination of the State Normal School, as previously announced, 
commenced this morning at nine o'clock in the Methodist Church. The 
day being fine, the meeting was very well attended, not only by our own 
citizens, but many prominent friends and patrons of education throughout 
the state. 

The exercises, the first day, were of the most interesting character. 
After prayers and singing, Professor Phelps introduced a class from the 
Normal department to illustrate the best methods of teaching arithmetic 
in some of its more advanced branches. The students answered with great 
readiness and accuracy the various questions proposed, which were of a 
thorough and searching character and which showed the complete training 
they had received at the hands of their accomplished teacher. They showed 



62 HISTORICAL SHETCH 

clearly that they understood the rationale of the subject, and had mastered 
the fundamental principles of arithmetic, a correct and comprehensive knowl- 
edge of which is essential to those who would teach it with success. In 
solving questions the blackboard was freely used ; every step in the process 
of arriving at a definition or a solution was closely examined; nothing was 
taken for granted, but everything subjected to the most searching Socratic 
ordeal of interrogation, and brought to the test of a minute and exhaustible 
discussion. This method of teaching arithmetic is decidedly preferable to 
the mere mechanical solution of problems. By means of it, the intellectual 
faculties are more rigidly exercised than by any other system; for all, but 
especially for those who intend to be teachers by profession, it is a most 
valuable exercise. No rule can ever be thoroughly understood without a 
knowledge of the principle on which it is founded. This was well illustrated 
by several examples and demonstrations. 

After this opening exercise, creditable alike to teacher and pupils, an- 
other class was introduced of the Third grade of the model school, taught by 
Miss Thomson. It was to illustrate a lesson in elementary geography, which 
had been learned topically, not from the book, but by oral instruction by 
the teacher. The continent of Africa was the subject of the lesson. Its 
extent, boundaries, surface, and other of its general physical features, which 
children of eight or ten can easily comprehend and remember without any 
unnatural straining of the memory, were readily described by the class. 
This is evidently the only rational method of teaching the outlines of 
geography to juveniles. Several of them drew correct representations of 
Africa upon the blackboard, and their answers showed that they had made 
very good progress under a skillful and efficient teacher. 

A class taught by Miss Timanus was next introduced for the purpose 
of illustrating reading of the most advanced class in the first grade of the 
primary department of the model school. The children first read their 
usual lesson and then a new one. They were fifteen in number and appeared 
to be from seven to nine years old. They read simple sentences with anima- 
tion and ease, at the same time giving proper emphasis and inflection to the 
words. It was not mechanical reading, listless and drawling, but life-like 
utterances. They showed clearly that they understood what they read, and 
how to speak it trippingly on the tongue. Questions on the subjects in 
the lesson elicited brisk and lively answers. The writing done by them also, 
with slate and pencil, showed that much care had been taken by their teacher 
and marked improvement made. 

The next exercise was by the A and B classes of the Normal Department 
under Miss Lee. It was upon the analysis of the English sentence, a subject 
which was treated accurately and philosophically, together with the various 
elements which enter into the composition of the sentence and the functions 
which the elements severally perform in the economy of Language. Here 
thoroughness was especially observable in the correct and ready answers 
returned by the pupils. The questions were of a nature to elicit and stim- 
ulate thought and lead to general mental improvement. This method of 
analysis, applied to the English language, is a very good substitute for the 



WINONA STATE NORMAL SCHOOL 63 

training received by the critical study of the ancient classic languages of 
Greece and Rome. — It affords at once an interesting and agreeable exercise 
to pupils who have any turn for literature, and develops beauty of expression 
and gems of thought which are apt to be passed over by the less critical stu- 
dent of language. 

After a short interval, which was well filled by the singing of a lively 
air, a class in the Second Department of the model school, taught by Miss 
Gilbert, was introduced. The scholars were fifteen in number, averaging 
about eight years old. It was to illustrate the rule of subtraction, taught 
in its simplest and most philosophical method. The children all did remark- 
ably well, and showed that great pains had been taken to initiate them into 
the mysteries of "borrowing ten." Specimens of their writing on slates were 
very creditable likewise. 

The first exhibition in the afternoon was an exercise given by one of the 
students of the Normal School, selected at random, to develop, in the form 
of a class lesson, the idea of angles and the different kinds of angles. This, 
the Principal observed, was one of the means resorted to for educating the 
teaching talent of the young ladies and gentlemen attending the institution. 
Miss Sheldon, of Hennepin County, was the pupil selected to conduct the 
examination in this instance, and the young lady did so with considerable 
tact and ability. It is the object of the teacher, in such a case, to labor to 
impart some knowledge of fangles to those who are old enough to understand 
the nature of angles; and the class is made up either of those who do not 
know, or are supposed not to be acquainted with the subject. It is clear 
that the possession of fundamental ideas of this kind is a far more valuable 
acquisition, as well as a more improving exercise, than the memorizing of 
a number of problems in geometry, which are but imperfectly understood. 
After the exercise was completed, a searching criticism by various pupils 
followed. Defects were pointed out and excellencies commended, and by 
repeated exercises of this description, when they became in turn the critic 
and the criticised, the pupils came at length, by the hard tasking of their 
powers, to a full knowledge of the requirements of their profession, which they 
could do in no other way. 

In the discussion which followed this exercise, the Principal took oc- 
casion to notice a few ungrammatical expressions used by some of the pupils, 
for the purpose of showing the importance of perfecting our primary system. 
These habits of expression had been acquired in early youth, and he found 
from experience that it was now almost impossible to eradicate them. And 
when we consider how, by a law of our being, a defect of this kind enters in- 
to, and becomes part of, our moral nature and tends to vitiate and impair 
it, we see how very desirable it is that bad habits of any kind should never 
be allowed to assume such formidable proportions, but should be corrected 
in time. This the primary school could accomplish. 

After some choice vocal and instrumental music, which was quite re- 
freshing to everybody who heard it in such sultry weather, and which was 
highly creditable to Prof. Adams and his pupils, the scholastic exercises were 
resumed. The Principal said he believed they all had heard of "object 



64 HISTORICAL SKETCH 

teaching;" but he would beg leave to say that what sometimes went under 
that name was not really object teaching at all. It was adverse to the in- 
terests of education to call much by that name that was sometimes so termed. 
Object teaching was properly confined to a single department of instruction, 
and he proposed now to illustrate what he meant by it in a class exercise. 
Miss Drake, a pupil in the Normal Department, was then called upon to con- 
duct a class. She held up a potato, and proposed to drew some mental 
nourishment from the well known vegetable of that name for the benefit of 
her imaginary scholars. The potato was handed round and examined, and 
its external qualities, being the first to attract attention, were first disposed 
of. On its outside it presented to the view skin and eyes, while the inside 
contained water, woody fibre and starch. Then it is a vegetable, a natural 
production, cultivated, a native of South America, or rather indigenous to 
that country. Farther, it is an edible, palatable, wholesome, nutritious 
article. Such were a few of the more prominent facts elicited regarding the 
object in question. It is said Sir Isaac Newton discovered the principle 
which governs the motions of the heavenly bodies by observing the fall of 
an apple ; and why may not something also be made out of a potato ? They 
look pretty much alike, and they are certainly both made for eating. How- 
ever, it matters little what object you choose as your medium of instruction, 
although it is not every one that can turn their apples to so good an account 
as Newton. Every object in nature is related to all the rest, and the whole 
to each. It is proposed to investigate those relations, and in proportion as 
your knowledge is accurate and well defined will it be reliable and valuable 
With any object in your hand — a leaf, a stone, a metal, anything, you can 
travel in imagination round the wide realms of nature, animate and inanimate, 
and by this process of questioning, properly followed out, correct your 
knowledge of information as well as greatly enlarge its boundaries. After 
the recitation, a crtitcism upon the method of evolving the ideas, the ac- 
curacy of the statements made, and the language used in discussing the 
potato, was pronounced by several of the pupils, and the weak and strong 
points of the case duly indicated. In Normal training, this is a first rate 
exercise for the mind. The danger is in dwelling upon a superficial view of 
the qualities of an object. Thorough and accurate knowledge is the great 
thing aimed at, and with this in view an "object lesson" ought always to be 
as carefully prepared as any other. Without this, as Prof. Phelps well ob- 
served, the lesson might as well be omitted altogether. 

A primary lesson in geography, conducted by Miss Gilbert, was the next 
exercise. The class consisted of some twelve children of from seven to ten 
years of age. The primary definitions were gone into and expressed in clear, 
comprehensive, and yet simple language. The appearance was highly sat- 
isfactory. 

The next class examined was one taught by Miss Thomson, belonging 
to the third grade, model school. The pupils averaged ten to twelve years 
and the exercise was upon common or vulgar fractions, of which the children 
had evidently very correct ideas, as evidenced by their answers. With re- 
gard to this class, Prof. Phelps stated that they had never before studied 



WINONA STATE NORMAL SCHOOL 65 

fractions, nor indeed been accustomed to a rational explanation of anything . 
Their progress was certainly remarkable under the circumstances and was 
creditable to the skill and industry of the teacher. 

Next came forward some thirty or forty small children, under the care 
of Miss Timanus of the model school, to recite a scripture lesson. Previous 
however, to the lesson, they gave an exhibition of physical exercises such as 
they are accustomed to daily. The scripture lesson consisted of the most 
prominent facts in the closing scene of Christ's life on earth, which presents 
a picture that even the youngest can understand. It would be well if "re- 
ligious knowledge" were required of the older pupils as well as of children 
and made an essential study before obtaining a diploma to teach. By re- 
ligious knowledge we do not mean the doctrines of any particular denomi- 
nation, but only the history and facts of the Old and New Testament. 

SECOND DAY 

Forenoon. After a very impressive prayer by the Rev. Mr. Heath, 
Supt. of Schools, Anoka county, and a member of the Examining Committee, 
the examination was resumed on Tuesday morning at nine o'clock. 

As the first exercise the children of the second grade of the model 
school, fifty or sixty in number, and averaging about seven or eight years, 
in charge of Miss Gilbert, gave an exhibition in vocal music. They were 
provided with music manuals, and the boys and girls singing in parts, the 
effect of the blending of the sweet, youthful voices, led by the professor on 
his good instrument, was very fine. The anthems sung, patriotic and other- 
wise, presented considerable variety, and all the pieces were executed with 
much taste. Great labor had evidently been taken to produce such results 
so creditable to Prof. Adams. A lesson on the elementary principles of vocal 
music by the pupils of the Normal School followed next in order. This ex- 
ercise showed that the members of this class had been well grounded in this 
refining branch of education, so desirable as an accomplishment to all teachers 
of our common schools. Their teacher had evidently taken great pains with 
them. 

Next came an exercise in mental arithmetic by a class from the model 
school, taught by Miss Gilbert — the age of the majority about seven years. 
It is generally agreed among teachers that this species of exercise is well 
fitted to sharpen the mental faculties and lead to correct and logical methods 
of reasoning, especially when begun at the right time. The habits thus early 
formed cannot fail to be valuable in after life, and such exercises form an ex- 
cellent preparation for the higher branches of mathematics. The children 
acquitted themselves very well. 

A class (being the C class, the lowest in the Normal Department, con- 
sisting of those who had only recently joined the institution) had an exercise 
on the geography, political and physical, of the United States, conducted by 
a student of the Normal School, one of those who are to graduate to- 
morrow. An outline map, beautifully laid down in chalk upon the black- 
board, was gone over and minutely described in all its leading details. Its 
grand physical features were enumerated and phenomena due to its climate 



66 HISTORICAL SKETCH 

and other circumstances explained very satisfactorily by the members of 
the class. We need scarcely say that it was abundantly evident that these 
questions and answers were not specially prepared for the occasion, but of- 
fered a very fair criterion of the pupils' real attainments and degree of ad- 
vancement. As in the case of all the other exercises, the scholars here had 
undergone a complete drilling and had made thorough work of it. Prof. 
Phelps, in freely inviting any one in the meeting to put any question to the 
pupils relating to the subject under examination, took occasion to assure 
the audience that there was no sham about these examinations, as he under- 
stood had been insinuated by some one. Whatever his pupils knew or pro- 
fessed to know, he took care that they should know thoroughly. Not how 
much, but how well, he remarked, was the true maxim of every enlightened 
educator. He wished to be judged by this test, and the admirable results 
presented clearly proved his claim to be a "work-man" that need not be 
ashamed. 

Miss Timanus, of the Model School, then introduced a class of some 
nine or ten children, about six or seven years old, and exhibited a simple and 
interesting mode of teaching primary arithmetic by means of small tangible 
objects, to pupils of this age. The exercise was entertaining and satisfactory, 
and well illustrated the natural tact possessed by this teacher of managing 
children and of fixing their attention upon a lesson. 

After this came a teaching exercise by a member of the B class, which 
exercise, the Principal said, was intended to exemplify one of the many means 
employed in the institution of teaching the "art of teaching," or the art of 
communicating knowledge to others clearly and impressively. The sub- 
ject chosen was the ' ' comparison of adjectives, ' ' the Professor remarking that 
the students to officiate had been apprised of the subject of the lesson before- 
hand, and had been expected fully to prepare herself for the task. No 
teacher, he added, could properly conduct a recitation without due prepara- 
tion. But as he had already mentioned, a special preparation on the part 
of any of the classes or a knowledge of the particular subjects on which any 
of them were to be examined beforehand, in order to make a show at the 
public examination, was quite a different thing, and he need not assure them 
that such a charge from whatever quarter it had emanated, was without 
foundation. And he spoke for the other teachers as well as for himself. 
Now, it is but right to say that whoever was at all competent to judge, 
scarcely required any assurance of this kind, to confirm him in the belief that 
the eminent Principal of the State Normal School had discharged his ardu- 
ous and important duties with praiseworthy zeal, faithfulness, and ability. 
Whoever insinuated anything which might convey the remotest hint that 
the examination was not genuine, had better, as a true lover of thoroughness, 
have come before the members of the graduating class, to see if they did not 
know something of what they professed, and allow them to take notes of his 
lesson and criticise them in return. This, we shrewdly suspect, would be a suf- 
ficient quietus. The exercise in question was well conducted, and as usual, the 
criticisms of the class brought out its weak and strong points, the errors and 



WINONA STATE NORMAL SCHOOL 67 

defects that had occurred during the lesson (as upon a grander scale in the 
world at large) being more easily perceived by the on-lookers than by the 
actors. 

In the afternoon, the Professor himself conducted an exercise in the 
elements of agriculture as it is connected with botany, chemistry, and in 
some respects with geology. This lesson might have done some of our farmers 
good to have heard. Among other topics, the characteristics of bad farming 
were pointed out, such as bad fences, rough and stony ground, undrained 
land, inferior breeds of cattle, want of system and order, comfortless build- 
ings, old fashioned farming implements, etc. ; and, also, the characteristics 
of good farming, land properly fenced, free from stones, weeds, etc., good 
and substantial fences and buildings, good implements, superior breeds of 
stock, etc. The composition and properties of soils and plants were dis- 
cussed, and the different elements, organic and inorganic, which compose 
them, minutely described. Much interesting and useful information was 
brought out by the pupils relating to these and other kindred topics. Under 
every disadvantage, a great deal of what is known as popular or familiar 
science had been learned and learned thoroughly. But it is to be hoped that 
the time will soon come when the Normal School of Minnesota will be sup- 
plied with all the means and appliances for teaching agriculture, chemistry, 
and other kindred sciences. 

A class in reading, taught by Miss Timanus, followed, belonging to the 
second department of the Model School. This class of juveniles first read 
an old and then a new lesson. They read with fluency, accuracy, and pro- 
priety, paying always strict attention to the meaning, and duly observing 
also the rules for rising and falling inflections. The audience see the most 
pleasant part of it when they hear those children read so correctly, but they 
can scarcely realize the labor and patience expended upon a class of this kind. 

The afternoon's proceedings closed with a recitation by a class in ge- 
ography, taught by Miss Lees, subject — South America, which was thor- 
oughly discussed in all its minutest details. It is needless to say that this 
exhibition was likewise very creditable to the teacher as well as to the pupils. 

THIRD DAY 

On the third and closing day the examination of the Normal School 
was very well attended throughout the proceedings by a most attentive 
audience, consisting of many of our own citizens, the parents of pupils from 
a distance, and other friends of education. It is gratifying to notice that, 
with the exception of the Secretary of State, all the members of the Normal 
School Board were in attendance. The names of these gentlemen are as 
follows: Dr. Ford, of Winona, President of the Board, — a gentleman who 
has ever manifested the warmest interest in the cause — and who attended 
during the whole examination closely; H. T. Parker, Austin; Mr. Haskell, 
Afton; Geo. W. Prescott, St. Paul; Mr. Barnes, St. Cloud; and Mr. Buck, 
Mankato. 

After singing and prayer, the proceedings of the Normal School com- 
menced, on Thursday, by an exercise in vocal music. A class of some forty 



68 HISTORICAL SKETCH 

or fifty children, from the Model School, under Miss Gilbert, sang a variety 
of beautiful anthems with much spirit and animation, and at the same time 
very tastefully and correctly. Without this valuable auxiliary of music, an 
institution like the Normal School would present fewer attractions, and, 
indeed, possess less real practical utility. Animated by a song, the children 
go about their tasks with far more pleasure and alacrity, and Music thus 
becomes the handmaid of Learning. 

A class in reading, taught by Miss Timanus, belonging to the Model 
school, and consisting of a number of small children, some five or six years 
on an average, was next introduced. Respecting them, it was stated by the 
teacher that they had been ten weeks under her charge, that they had learned 
during that time 120 words, and had likewise made some progress in one or 
two of the primary rules of arithmetic. Further, that most of them had 
never before been at any school, and that these made the greatest progress. 
She proposed to illustrate the method followed, by writing on the board 
simple words, being names of familiar objects, such as a swan, a robin, etc. 
These objects were then pointed out on an illustrated card, and questions 
asked regarding their most obvious qualities. The words were then com- 
bined into short sentences, and read. In this way the faculties of attention, 
observation, and expression are cultivated, and the process of learning to 
read greatly facilitated and rendered far less irksome and monotonous than 
under the doleful systems still occasionally practiced in some sections of this 
enlightened country, by "old fogy" teachers far behind the age. 

The next exercise was an essay by Miss Sheldon, a pupil of the Normal 
School, on "Knowledge — Its Acquisition and its Ends." The essay was 
well composed, well delivered, and displayed considerable thought, reading 
and natural penetration. 

Mr. Farnham, likewise a pupil of the Normal School, about to graduate, 
next conducted an exercise the object of which was to show the method of 
teaching the elements of grammar to small children. This lesson showed 
great liveliness and animation on the part of Mr. Farnham, qualities of the 
utmost importance to a teacher. His methods likewise were good, as appear- 
ed from the favorable criticisms pronounced upon the recitation by his 
fellow students. 

Next appeared a class in reading under Miss Drake, from the Model 
School, the children averaging about seven years. The reading was animated 
and correct, and the pronunciation very good. 

An essay by Miss Bingham on the "Difference between City and Country 
Children" followed. The subject was interesting and well treated; the com- 
position was good, and some of the thoughts very suggestive and useful, 
especially to teachers. 

Mr. Sanderson followed with an essay upon "Agriculture." His pro- 
duction, which was highly creditable to a student, was well arranged, clearly 
and forcibly written, and delivered with eloquence and feeling. It was 
listened to throughout with much attention by the audience. In the essay 
pointed attention was drawn to the fact that under the present mode of cul- 
tivation, (unless changed for a more rational one,) ultimate ruin to our ag- 



WINONA STATE NORMAL SCHOOL 69 

ricultural interests was inevitable. We might see the ruin of the West fore- 
shadowed by the exhausted condition of the soil in so many parts of the 
East. The remedy was to educate the farmer. Knowledge to him was 
wealth, pleasure, time, and power. Through means of the common schools 
we can eventually reach the farmer ; but, first of all, agriculture, with its re- 
lated sciences, ought to be introduced into the Normal Schools of the State 
and be made an essential branch of study by all candidates for the office of 
teacher. 

An exercise on penmanship, conducted by Miss Timanus, in the form 
of questions addressed to the pupils of the Normal school, followed next in 
order. It seemed to be generally agreed that the best system of teaching 
writing yet devised was by the method of combining the eight principles, 
according to the Spencerian system ; and this because that system was found 
to be the easiest, simplest, the most natural, and, moreover, because it pre- 
sented the most beautiful forms. 

Mr. Farnham followed with an essay on the "English Language." 
This production was terse, pointed, witty, and comprehensive. Moreover, 
it was very well delivered, and seemed to please the audience highly. Mr. 
Farnham alluded to the value of the Anglo-Saxon element as a component 
part of our language, and the one which formed the pith and marrow of our 
noble English speech. As English was peer in the hierarchy of language, so 
Anglo-Saxon was its most powerful and expressive element. Eighty-seven 
per cent of the words used by Shakespeare were of this origin; and all the 
leading English writers used a large percentage of the same nervous element. 
This fact was important to teachers. 

Mr. Sanderson next conducted an exercise, the object of which was to 
develop the principles of musical tones. The students of the Normal School 
formed his class, and the questions put and answers given appeared to be 
highly satisfactory. 

In the afternoon of Thursday, being the time fixed for the granting of 
diplomas, there was a very large assemblage collected in the church to witness 
the interesting and impressive ceremonies connected with the first gradu- 
ation of Normal School pupils that had ever taken place in the State. The 
event formed in fact a new era in its history, and was full of hope and promise 
for the future. The platform was well filled with leading educators and other 
gentlemen of the first standing in Minnesota, while the body of the church 
was crowded to the doors with a most respectable and attentive audience. 
The weather was also very propitious, and the day seemed like one picked 
from the leafy month of June, and approvingly smiled on the auspicious oc- 
casion which was about to give birth to new and powerful influences destined 
to mould into higher forms of excellence the mental and moral character of 
our population in "the good time coming." 

At three o'clock, Dr. Ford, President of the Normal Board, called upon 
the Rev. Mr. Burt, of the Congregational Church, Winona, who offered up an 
earnest and impressive prayer. After some choice vocal and instrumental 
music, Dr. Ford rose and said they had now arrived at a very interesting 
period in the history of the Normal School — a period which many of them 



70 HISTORICAL SKETCH 

had looked forward to with no small degree of anxiety, not ttnmingled with 
pride and pleasure — the graduation of the first class. They were glad to 
see around them so many friends from a distance, as well as those nearer 
home. They had expected Governor Marshall to be present today, but were 
sorry to find he could not come. Prof. Phelps here read the telegram, which 
is as follows: 

St. Paul, June 28, 1866. 
To Professor W. F. Phelps, Winona: 

Duties here delayed me yesterday until the evening boat, which failed 
to start on time. I regret it. I don't need to be with you to know that your 
school is an eminent success. Be assured of my hearty co-operation in what- 
ever its friends deem wise and just in its behalf. 

W. R. MARSHALL. 

Professor Phelps said the only objection he had to this was that the 
Governor spoke of the Normal School as "your school." He would have 
preferred it if his Excellency had said "our school," for it belonged to the 
State, and not to Winona exclusively. When he labored for its good, he 
considered he was working, not for Winona alone, but for the good of the 
whole State. When he advocated its interests he sought to advance the 
welfare of every section of the country. In building up the Normal School 
in the city of Winona, he considered himself as equally serving the interests 
of every locality throughout the whole extent of Minnesota. 

Prof. Phelps then read the following note from the State Superintendent 
of Schools, viz. : 

St. Paul, June 23, 1866. 
My Dear Sir: 

I have just returned to the Capital, and am still quite unwell. I fear 
that I shall be unable to go to Winona on the 28th, as I expected. I regret 
it very much, and will certainly be there if my health permits. I hope you 
will have a pleasant time and a large attendance. 

With best wishes, I am, as ever yours, 

H. C. ROGERS. 

REPORT OF THE EXAMINING COMMITTEE 

Dr. Ford said that those who had attended the public examinations 
had had an opportunity of seeing with their own eyes what was the condition 
of the school, and he would now call upon the Rev. Mr. Heath to read the 
Report of the Examining Committee. The report was as follows: 

To The Honorable, The Normal Board of Instruction of The State 

of Minnesota: 

Your committee, appointed to participate in the examination of classes 
in the State Normal School at Winona, beg leave to report that during the 
three days occupied in the closing exercises of the school, the members of the 
various classes have acquitted themselves in a highly satisfactory manner. 
The examination, though not a review of the entire course of study pursued, 
has, however, in addition to the branches usually taught in public schools, 
also extended to some of the natural sciences and their relation to the com- 
mon arts of life. As illustrative of this, the very creditable examination 
in chemistry, botany, and geology, as related to agriculture, is worthy of 
special mention. 



WINONA STATE NORMAL SCHOOL 71 

An interesting feature of the exercises has been the frequent require- 
ment of some member of the class reciting to assume the teacher's place, 
and to continue the discussion of some particular department of the subject 
claiming attention. The facility with which this has usually been done, 
has proved that a prominent idea of the instructor has been to teach the 
art of teaching. Also the proficiency of the graduating class exhibited in 
conducting the exercises of practice classes has furnished indubitable evi- 
dence that their endeavors have not been fruitless. The discussion of the 
various topics that have come under consideration has evinced thoroughness 
of investigation, and an untiring effort on the part of the teachers in inculcat- 
ing accuracy, both of thought and expression. We believe the method of in- 
struction — the process of developing thought adopted in the school, to be not 
only that which is best adapted to create pleasure and to engage attention, but 
also to be in such accordance with the laws of the human mind, as to prove 
most effective in the attainment of knowledge, and in rendering that know- 
ledge most available when attained. The true and comprehensive idea that 
education relates to man morally and physically, as well as mentally, is a 
prevailing characteristic of the school. Also, another very commendable 
characteristic noticed is the existence of a deep-wrought, enthusiastic spirit 
on the subject of right education, among both teachers and pupils. It is that 
earnestness of heart which is essential to success in any enterprise — a spirit 
of utmost importance to teachers in any school. 

It has been to us a source of unalloyed pleasure to observe that the 
moral as well as the intellectual influence of the instruction over their pupils 
has been most healthful and happy, and that the whole tendency of their 
relations has been to promote symmetrical development of character. In 
short, the course of training, in our view, is just what is needed to qualify 
teachers for their work in our public schools. The searching analysis of the 
class room, the observation of methods of teaching the model classes, with 
practical application of these in the Practice School, subject to the criticism 
of teachers and classmates, cannot but prepare the student for efficiency 
in imparting instruction to others. We, therefore, unhesitatingly assert as 
our honest conviction, that the interests of popular education demand just 
such an influence as this school is adapted to exert, and that, consequently, 
in view of the welfare of our common schools, with all the benefits which must 
accrue to society from their assuming a proper character, we must earnestly 
recommend to the patronage of the friends of education in the State this 
noble institution over which one of the most experienced and successful ed- 
ucators in our land presides, and who is aided in his important work by a 
corps of highly efficient teachers. In the ardent hope that the gratifying 
success already attained may continue to gush forth the healthful streams 
of influence to irrigate and fertilize the present arid field of common school 
education in our goodly State, this is most respectfully submitted 1 . 
Winona, June 29, 1866. M. HEATH 

P. E. WALKER, 
T. H. GAMMEL. 

1 Winona Daily Republican, July 3, 1866. 



72 HISTORICAL SKETCH 

BRIEF ADDRESSES 

Dr. Ford then said that while he regretted the absence of one Governor, 
he was glad they enjoyed the presence of another, the ex-Governor [Lieuten- 
ant Governor] Holcombe, — a gentleman who for many years had manifested 
the warmest interest on behalf of the institution, and had ever been "instant 
in season and out of season" to advance its best interests. He would now 
beg to introduce this gentleman to the audience. 

Ex-Governor Holcombe, on coming forward, remarked how very en- 
couraging it was to have at length arrived at this result! It was now eight 
years since the movement on behalf of the Normal School commenced, and 
from the first he had never for a moment doubted the success of the enter- 
prise. Looking over the various institutions of the State of Minnesota 
he did not know one that was to be preferred to the Normal School. It 
was the gem institution. Where could you find anything to compare to 
this noble work of preparing teachers for the common schools, in the pros- 
perity of which was involved the very life of the country ? He had long felt 
an interest in public education. He could hardly pass a school door in any 
part of the State without a strong desire to look in and see what was doing. 
He had attended the public examination of the Normal School, and he 
thought there could be no blessing to compare to that of having the same 
high character of teaching in all our schools throughout the whole state. 
If those who make the laws could only be made to come here and see the 
splendid results, they would look on with genuine feelings of admiration. 
Instead of a mere pittance doled out, and that grudgingly, a hundred thou- 
sand dollars he considered would not be too much to render the institution 
commensurate with the grandeur of our future prospects. Such a wise 
liberality would advertise the state to the world, and bring to us a large re- 
turn for our munificence in contributing towards so high and worthy an 
object. He was talking the other day with some gentlemen upon this mat- 
ter, and he remarked that he would propose a new plank in our political 
platform, and that was to provide by law that every member of the State 
Legislature should be compelled to visit the Normal School at least once 
a year. The speaker then alluded to the cheering prospects before us — 
our grant for Common Schools being double that of any State east of the 
the Rocky Mountains, or one-eighth [eighteenth] of the whole property of 
the state. Encouraged by this and other circumstances, the natural ad- 
vantages and beauty of our country, together with the climate communi- 
cating vigor to the mind and health and energy to the limbs, ought we not 
to press forward, and use every means within our power of providing for the 
present and prospective moral and intellectual advancement of our 
citizens? 

The Rev. H. T. Parker, of Austin, was the next speaker. On being 
introduced by Dr. Ford, he said he had no speech to make. He had learned, 



WINONA STATE NORMAL SCHOOL 73 

from more than twenty years experience, that it was more profitable to work 
than to talk. He might say, however, that he was highly gratified with the 
results of the examination, which had been indeed in all respects a decided 
success. They were now about to render back to the State something in 
return for the help they had received from it. After the excellent appear- 
ance made by the different members of the graduating class, he had been 
authorized to pay them the highest compliments in any terms of commenda- 
tion which he might feel inclined to employ. The appearance made by one 
and all had indeed been excellent, creditable alike to themselves and to their 
distinguished Principal and his worthy assistants. The reverend speaker 
then proceeded to contrast the present with past times in the history 
of the institution, and the comparison was cheering in the highest degree. 
A friend the other day had said to him that he wished he might be "born 
again" "naturally" that he might enjoy the benefit of the superior modes of 
instruction which were used in this noble institution. There was, in his opin- 
ion, no institution in the country to be compared to the Normal School, 
an institution born in a land of liberty and growth of free institutions. In 
concluding his remarks, he spoke on the subject of a site and building for 
the institution, and said that he sincerely trusted, when the choice was made, 
it would be on a scale commensurate with the majestic proportions of the 
state which it represented. 

Dr. Ford next called on Mr. Prescott, of St. Paul, who said he had no 
wish to speak, but could not refrain from saying he was glad to bear testi- 
mony to the faithfulness and success of the principal of the Normal School. 
He said he was afraid the citizens of Winona did not sufficiently understand 
nor duly appreciate the value of such an institution and the privilege of 
having it in their midst. It was capable of being made of more real advan- 
tage to them than all their railways and steamboats. For his own part, he 
naively observed, he would prefer having it alone in the city of St. Paul than 
the State Prison, the Reform School, and the Insane Asylum altogether. 
He then addressed the graduating class in feeling and highly encouraging 
terms, expressing a hope that they would do the best they could,'and wish- 
ing them every success in life, he concluded by reminding them of the alle- 
gory of a great king who, wishing to raise a marble statue worthy of the 
splendor of his reign, invited a sculptor to execute his behests. After a 
while, the artist was sent for, and on being asked to exhibit the product of 
his genius, replied, "Sire, I have done the best I could. Unable to find 
marble, I have made the statue of clay." The king replied, "I will complete 
what you have begun." This saying, he stretched forth his golden sceptre, 
touched the statue, and lo, the clay fell off and disclosed to view a marble 
statue worthy of the Gods. 

The next gentleman called upon to make a few remarks was Mr. Walker, 
Superintendent of City Schools, Winona. Mr. Walker said he had merely 
come to sit on the platform and look on, not to make a speech. Being a 
pedagogue, he did not belong to the class that were given to making speeches. 
His business as a teacher was principally to ask questions. Mr. Walker went 
on in a humorous vein and said he belonged to a rather unfortunate class in 



74 HISTORICAL SKETCH 

society who are much given to the interrogative form of speech; but while 
most other people generally got satisfactory answers to the questions they 
put, the class he belonged to had often to put up with such answers as they 
could get, which were very frequently far from satisfactory. He hoped the 
graduates would not get discouraged on this account. They were not with- 
out their encouragements, however, if they only did their duty. He had 
looked on with interest while the public examination was going on, and had 
observed with pleasure how much food for thought they had extracted from 
a humble potato in one of their exercises. When they went into the country, 
the diversified objects around them would present such an exhaustless field 
for inquiry that they needed never to be at a loss for something fresh to 
entertain and instruct them. He concluded by saying he wished them much 
success and happiness in their profession. 

The Rev. Mr. Burt, being next called upon, came forward and said, 
It was gratifying to think that they had such a corps of excellent teachers. 
He did not mean to say that no teacher could be a good one who did not be- 
long to the Normal School. There were some men who were born teachers, 
and their diploma was the free gift of nature. But in general, he freely ad- 
mitted, it was better to regard teaching as a separate profession, just like 
law, medicine, or divinity. He contrasted the past condition of things with 
the present, and gave some of his experiences while holding the office of 
Superintendent of Schools. Some of those to whom he was obliged to give 
certificates as teachers were scarcely on a par, as to scholarship, with some 
of the pupils in Miss Gilbert's class. Now, we are to have a different order 
of things. The only want is how we are to have adequate means of carrying 
out the objects of the institution. He alluded to the great demand of 
teachers throughout the State. With regard to the question of locality, he 
did not attach so much value to that as some others seemed to do. The 
grandeur and imposing appearance of the building mattered but little, and 
he hoped that there would be no feeling excited about secondary matters 
like these. What was wanted was to have the institution properly furnished 
with all necessary appliances, and then, he said, the citizens will find it 
though it be hidden in the lowest valley in the State. 

After some lively airs sung by the pupils of the School, Prof. Phelps 
came forward and gave a history of the institution from its first inception, 
which need not here be repeated. Now, he said, after two years of unre- 
mitting toil, we are here today to offer you the first fruits of our labor. He 
felt too much exhausted by the labors of the last few days to do full justice 
to the occasion. He said that those who were now to graduate numbered four- 
teen in all ; but, small as this number was, it was a beginning, and would prove 
a powerful increment for good. The class had gone over no wide field, but 
what they had learned had been inculcated with vigor and would not soon 
be forgotten. 



WINONA STATE NORMAL SCHOOL 75 

GRADES OF FIRST CLASS 

The graduates had been subjected to rigorous written examinations. 

The results were indicated by figures, opposite each name, on the scale of 100. 

The names and values are as follows 1 : 

Augusta A. Edmunds, Newburgh, Fillmore 91 

Sophronia M. Taylor, Anoka, Anoka 82£ 

Hattie Langdon, Winona, Winona 85 

Sarah H. Strong, Cahiln Lacke Center, Martin 94 

Julia A. Clarke, Winona, Winona 86 

Geo. J. Sanderson, Cherry Grove, Fillmore 90 

Lizzie Worthington, Winona, Winona 90 

Sappho E. Bingham, Dover, Qlmstead 92 

Julia S. Hamilton, Winona, Winona 93 

Frank E. Farnham, Rockford, Wright 98£ 

Susie A. Leach, Winona, Winona 87 

Fayette L. Cooke, Rochester Falls, Olmstead 94 

Clara P. Sheldon, Excelsior, Hennepin 97 

Annie Sanderson, Cherry Grove, Fillmore 89 

NORMAL DIPLOMAS VALID CERTIFICATES 

Prof. Phelps here read the law of the state relating to the granting of 
Normal School diplomas, as follows: 

Office of the Secretary of State, 
St. Paul, June 13, 1866. 
Prof. Wm. F. Phelps, 

Winona, Minn. 
Dear Sir: — 

The following is the clause in the law governing Normal Schools, which 
relates to the diplomas to be given graduates, being a part of Section 11, 
Chap. 37, of the Revised Statutes: 

All students, after passing through the regular course of study pre- 
scribed for the Normal School, shall be entitled to receive an examination 
as to their qualification to teach in the Common Schools of the State, by the 
Principal of the Normal School, and if, after such examination, the student 
so examined shall be deemed qualified to teach in said Common Schools, a 
diploma shall be given to the student, signed by the Principal of the Normal 
School and President of the Normal School Board, and such diploma shall 
be a certificate of qualification to teach in any of the Common Schools of 
this State for the period of five years from its date, unless sooner cancelled by 
said Board for cause. The said certificate may be renewed from time to 
time in the discretion of the said Board. 

Respectfully yours. 

P. PUSEY. 



1 These grades have been corrected according to the catalog for 1866-7, p. 8. 



76 HISTORICAL SKETCH 

PRESENTATION OF DIPLOMAS 

Prof. Phelps then, turning to the graduates, said it now became his 
agreeable duty to award to those before him the highest honors of the in- 
stitution — honors which they had well earned by the union of intelligence 
and industry. They had rendered themselves worthy of receiving their 
diplomas as teachers, and they would not soon forget the hard tasking of 
their powers through which they had successfully passed before becoming 
entitled to those testimonials. The standard was purposely high that none 
but those well qualified might be able to reach it; and the public would 
esteem them all the more highly on that account. In parting with them, 
he wished them one and all every success in life. In their career as teachers, 
they would doubtless find much to discourage, but let them not be dis- 
heartened. They must aim chiefly, not at the applause of the world, but at 
having the testimony of a good conscience, and the approbation of Heaven, 
and if their reward is withheld here, it will be reserved for them hereafter. 
Their motives should be pure, and their aims and aspirations lofty, for they 
belonged to a noble profession — a profession which, when true to itself, 
was second to none in the extent and permanency of its influence upon the 
welfare and happiness of mankind. In fine, he would conclude by using the 
words of the poet and say: 

Thou must be true thyself, 

If thou the truth wouldst teach; 
Thy soul must overflow, if thou 

Another's soul would reach — 
It needs the overflow of heart 

To give the lips full speech. 

Think truly, and thy thoughts 

Shall the world's famine feed; 
Speak truly, and each word of thine 

Shall be a fruitful seed; 
Live truly, and thy life shall be 

A great and noble creed. 

The diplomas were then presented to the graduates, and ex-Gov. 
Holcombe immediately thereafter handed to each of them a bouquet of 
flowers as a gift from some of the ladies of Winona. 

Dr. Ford here announced that a reunion would be held in the Methodist 
church the same evening at eight o'clock, when the graduates would have 
an opportunity of meeting with the members of the Examining Committee, 
the State, City, and County Superintendents of Education, and others of 
our citizens connected with or interested in the cause of public education in 
the State. 



WINONA STATE NORMAL SCHOOL 77 

LAYING THE CORNER STONE OF THE MAIN BUILDING 

The nineteenth of October, 1866, was another memorable day in 
the history of the Normal School. On that day the corner stone was 
laid with interesting ceremonies by Governor Marshall and others 
in the presence "of a large and deeply interested assembly, citizens 
of Winona and surrounding country." 

Here again we are fortunate in having a contemporary account : 

The ceremony of laying the corner stone of the new State Normal 
School building took place according to previous arrangement, on Friday 
afternoon, at three o'clock. The day was delightful. The rain of Thurs- 
day had settled the dust, which was becoming quite uncomfortable, and the 
sun in all his golden glory was shining his benedictions upon the glad earth 
in seeming approval of the festive occasion. The people were out in their 
strength and the children in their innocence and beauty. The number 
present on the grounds we have heard estimated by competent judges at 
from 2,500 to 3,000. The interest manifested in the proceedings was deep 
and abiding. We have never seen so large a number of persons, including 
so many children, at an open-air meeting where such excellent order was 
observed and such close attention was bestowed upon the exercises to the 
end, as on this occasion. The fact speaks volumes in behalf of the ex- 
cellent discipline and the high moral tone which exists in the schools of this 
city, while it reflects the highest credit upon the capacity and fidelity of the 
teachers who have charge of them. 

At half-past two o'clock, the streets were made merry with excellent 
music of Prof. Osten's Band, which had been engaged for the occasion, and 
which, in its own happy style, was thus uttering its notes of warning to our 
citizens of the near approach of the appointed hour for the proceedings. 
At a few minutes before three o'clock, the procession was formed in front 
of the building at present occupied by the Normal School, on Fourth street, 
under the direction of C. H. Berry, Esq., as Marshal of the day, assisted 
by Mr. P. P. Hubbell. The line was formed promptly and without the 
slightest confusion, and was ready to commence its march at precisely three 
o'clock, the hour appointed. ;The procession, which extended through the 
distance of about four squares, moved in the following order: 

1. Osten's Band. 

2. The pupils of the several departments of the State Normal School, 
preceded by their teachers. 

3. The Superintendent and Teachers of the City Public Schools, fol- 
lowed by the pupils of the High and Grammar schools. 

4. Officers and members of the St. Cecilia Society in full force. 

5. Officers and Members of the Board of Education of the City of 
Winona. 

6. His Honor the Mayor and the Common Council. 

7. The Prudential Committee of the State Normal School. 



78 HISTORICAL SKETCH 

8. His Excellency Governor Marshall and the President of the State 
Normal Board. 

9. The Speakers for the occasion. 
10. Citizens and strangers. 

The route of the procession was up Fourth street to Johnson, and down 
Johnson to Sanborn street. Arriving at the front line of the building site, 
the procession was halted and "opened to the right and left" through its 
entire extent. This movement was executed under the order of the marshal 
with a promptness and precision that would have done credit to veteran 
soldiers. Preceded by the Band, the procession reversed its order, Gov. 
Marshall and the gentlemen composing the public bodies heretofore speci- 
fied, moving with heads uncovered through the long files of happy children 
to the front, to the places assigned them, the boys raising their hats and the 
girls waving their handkerchiefs, along the entire line. This portion of the 
ceremony was impressive and beautiful to look upon. After the public 
officers and speakers had reached the platform in the immediate proximity to 
the northwest corner of the main tower, at which point the stone was laid, 
the pupils and teachers of the respective schools, preceded by the Saint Ce- 
cilia Society, continuing the movement in reverse, passed in perfect order 
to their respective positions within the lines of the excavation made for the 
edifice, while citizens in great numbers stood on the embankment surround- 
ing the excavations, giving the appearance of a vast amphitheatre filled with 
the interested spectators of a pleasant and happy scene. The assembled 
multitude was called to order at about twenty minutes past three o'clock by 
Dr. John D. Ford, President of the State Normal Board, who spoke as fol- 
lows: 

ADDRESS OF DR. FORD 
Fellow Citizens: — 

We have met here today to perform the important and agreeable duty 
of laying the corner stone of the First Normal School edifice in this, our 
adopted state of Minnesota. Recognizing the truth that the stability of a 
republic depends upon the virtue and intelligence of all the people, the 
Legislature of the state, at an early day, authorized the establishment of 
Normal Schools for training the teachers of the rising generation in our 
midst. Eight years have passed away since this beneficent movement was 
inaugurated, and we are now about to mark an era in the substantial progress 
of the great enterprise for which some of us have labored so long and so 
earnestly. Let us all endeavor to appreciate the importance of this work 
to the future welfare and happiness of the millions who are to people our 
vast prairies and carry forward the manifold interests of a free and Christian 
society. It is only through qualified teachers that our free Common Schools 
system can be made to fulfill the end for which it has been established; it 
is only through qualified teachers that we can secure the economical appli- 
cation of our munificent school fund to the noble purposes for which it has 
been created. 

We who are officially connected with this institution have been led by 
long experience to appreciate the value of trained teachers. We regard that 



WINONA STATE NORMAL SCHOOL 79 

system which ought to furnish every child, rich and poor, with a wise and 
generous education, as lying at the basis of all that excellence which we may 
reasonably hope for in the future, and we believe that we cannot provide 
too liberally for the special preparation of those to whom are entrusted the 
weightiest of human responsibilities. Let me ask you to observe with what 
care the architect and superintendent of this building have labored to lay 
its foundations broad, and deep, and strong; and let me urge you to see to 
it that the great Training School for teachers, for whose accommodation 
these massive walls are about to rise toward the heavens, ever commands 
your most hearty sympathy, and generous, unwavering support. 

These remarks were followed by the performance of a choral from 
Mendelssohn's celebrated Hymn of Praise, by the Saint Cecilia Society, 
in its best style. A most appropriate and impressive prayer was then offered 
by the Rev. D. C. Lyon, of the Presbyterian Church, after which the band 
played one of its most effective pieces, and Pres. Ford introduced His Honor, 
Chief Justice Wilson, of the Supreme Court of the State. 

ADDRESS OF JUDGE WILSON 

Fellow Citizens: — 

In establishing this early a State Normal School, I think our state 
shows a wise appreciation of both its duty and its interests. 

The different forms of government may be arranged in two classes — 
one based on the theory of a superior ruling class or classes — the other 
on the theory of the equality of all. To the former the erection of a Normal 
School could hardly be considered an omen of good, but to the latter, it is 
full of promise of lasting good and prosperity. With equality of education, 
the perfect and unqualified equality of the different classes and orders of 
society must soon be admitted, and without equality of education the per- 
fect equality of the different classes could not with truth be affirmed. Know- 
ledge, which is acquired by education, is power; and power given to one 
class and withheld from another must make the latter essentially inferior 
to the former. Our government, being based on the theory that all men 
are by nature equal and entitled to equal rights and privileges, as a logical 
sequence holds to the necessity of the education of the masses. The Com- 
mon School, if not the foundation, is a main pillar of such a political system, 
and the establishment of the Normal School is only an attempt to make 
more perfect and effective the common school. When we think of the num- 
ber of teachers to be sent out annually by such an institution to labor in the 
different counties and towns of the State, we cannot fail to be impressed with 
the great influence it is destined to exercise. 

No particle of matter is ever lost or destroyed, says the philosopher, 
and to the truth of this proposition we must assent. It is equally true that 
words of wisdom and instruction are never lost — - never die. The recipient 
is merely the medium to transmit them to others, and thus by individual 
after individual, generation after generation, their influence will be felt. 
The influence of the teachers sent out from such a school will in effect never 
die. A, and B, and C. will sink beneath the stream of time, but they will 



80 HISTORICAL SKETCH 

have communicated to successors their spirit, their zeal, and their influence, 
and thus they will live in perpetual metempsychosis, animating other forms 
and shedding their influence and the influence of the institution that edu- 
cated them, on untold numbers of future generations. 

I know of no other institution that will reach the people so generally 
as the Normal School. It will reach directly every common school and 
thus nearly every household in the state. Time cannot tell the increase it 
will make to our store of knowledge, of patriotism, and of virtue. Vice and 
degradation are the concomitants of ignorance. Uneducated mind is truly 
said to be educated vice, and if the state will not build schools, it must build 
the house of correction, the prison, and the almshouse. The statistics of 
crime fully prove this. But not only this, it must inspire every citizen with 
feelings of patriotism, which can only be done by education, or else it must 
keep a standing army to guard it from the hordes of ignorance who are the 
slaves of their own passions or the dupes of crafty, wicked, selfish leaders. 
Who believes that if the common school had been an institution of the South 
we would have been cursed by the late rebellion that has filled the land with 
mourning and baptized it in blood? Aye, who that thinks does not believe 
that, had the common school not been an institution of the North, treason 
would now be triumphant and true freedom and good government pros- 
trate? The stability and perpetuity of a free government can only be se- 
cured by general education. 

It is truly said that he who makes two blades of grass grow where but 
one grew before, is a public benefactor — but if this is so, what shall be said 
of the state, the institution, or the individual, that gives two ideas to him 
that had but one before — that doubles our capacity for true enjoyment 
and usefulness, and our ability for good; that displaces the tares and weeds 
of ignorance, vice, intemperance, and lawlessness, by the fragrant blossoms 
of intelligence and virtue and the ripe fruit of sobriety and good order? 
The option is presented to every state either to educate and elevate its citi- 
zens and thus make them a law unto themselves, or else to build jails, keep 
standing armies, and rule by terror and the sword. Our State has wisely 
chosen the former course. Happy the citizen of such a State. In this, 
our youth, we have taken a position in the very front rank of the great army 
of progress. This corner stone is a pedestal that will elevate our people — 
this institution, if properly conducted, will be a support and an honor to the 
state. 

Our common school system has heretofore done much, but it might 
have done and can do much more. I doubt not but that with the aid of 
Normal Schools, its efficiency and usefulness may be doubled, especially 
outside of the cities and larger towns. I am, therefore, most heartily in 
favor of a liberal support of Normal schools by the state. The state as a fos- 
ter father appreciates, and will doubtless continue to appreciate, the fact 
that it is its duty to see to it that each of its children is supplied with food 
for the mind — for intellectual and moral life as well as physical. Our Cre- 
ator has endowed man with faculties which, when properly improved and cul- 
tivated, make him but little lower than the angels, but, if perverted, sink him 



WINONA STATE NORMAL SCHOOL 81 

nearly to a level with the demons. The state that intelligently and liberally 
fosters its institutions of learning — especially its normal schools — the 
auxiliaries of the common schools, not only adds to its physical, intellectual, 
moral, and political strength, but it aids in elevating our common manhood to 
the proud position that the God of nature intended it to occupy; but that 
state which neglects the education and cultivation of its citizens will cause 
humanity to mourn because it has been robbed of its birthright. No state 
in the union, I believe, has, at our age, taken such an advance step, and thus, 
therefore, as a citizen of Minnesota, I point with pride to the position of 
our state on the subject of education. But it must be remembered that 
within but a few years the cause of education has gained much ground. 
Normal schools have been until recently looked on with favor but by the 
most liberally educated minds; but they are generally now recognized as a 
necessity. 

I hope the foundation of this building will be laid broad, and deep, and 
strong. You and I, and all of us here present, this generation, will soon 
pass away, but the influence of such a school will not die with its founders 
or builders, but will go on, and on, and on, from generation to generation, 
humanizing and elevating, and ennobling its thousands upon thousands. 

REMARKS OF PRINCIPAL PHELPS 

The Principal of the Normal School, Professor Phelps, now stepped 
forward in response to the call of the president of the Board, holding in his 
hand a tin box, ten inches long by seven in width and four and a half in depth. 
He spoke in substance as follows: 
Fellow Citizens: — 

I am commissioned by the Normal Board to take the initiatory step 
in the performance of the special duty of this joyous occasion. The box 
which I hold in my hand, and which is to be deposited in the receptacle pro. 
vided for it beneath this corner stone, contains some interesting documents, 
manuscripts, and memorials, many of which may be deemed in a measure 
emblematic of the principles that are to shape the policy and mould the 
character of the noble institution of learning whose walls are to rise upward 
from this spot. These memorials we would transmit to the latest genera- 
tions as a pledge of our devotion to the great cause in whose interest this 
vast throng has assembled in the beautiful sunlight of this Autumn day. 
We would thus send our voices downward echoing through the corridors of 
time, imploring our posterity to be true to the great doctrine which itself 
forms the corner stone of republican institutions, and without a faithful ad- 
herance to which the cause of human liberty must perish from the earth. 
This box, which his Excellency the Governor will soon consign to its resting 
place in the firm foundations of this edifice, contains — 

1. A copy of the Sacred Scriptures. 

2. The Declaration of Independence of the United States of America. 

3. The Consitution of the United States. 

4. The Act organizing the Territory of Minnesota. 

5. The Constitution of Minnesota. 



82 HISTORICAL SKETCH 

6. The act of admission into the Union. 

7. The act establishing the State Normal Schools. 

8. The Common School Laws of the State as now in force. 

9. A copy of the Daily Republican and of each of the weekly papers 
of this city. 

10. Reports of the State Normal School since its re-organization in 
1864. 

11. Specimens of the Postage Stamps of all nations, kindly furnished 
by Messrs. Maverick & Brother of this city. 

12. Specimens of the Postal Currency and of the Coins of the United 
States. 

13. The Constitution, By-Laws, and First Annual Statement of the 
Board of Trade of the City of Winona, together with the Card of the United 
National Bank, contributed by Thomas E. Bennett, Esq., President of the 
Board. 

14. Manuscripts with the names of the Governor, State Officers, Chief 
Justice, and Associate Justices of the Supreme Court of the State. 

15. The Roll of Officers and Members of the Legislature of 1866 by 
which the first appropriation for this building was made. 

16. The names of the State Normal Board, the Architect of this build- 
ing, the Superintendent of construction and Master Builder. 

17. A catalogue of the Instructors and pupils in the several depart- 
ments of the Normal School. 

18. The names of the Mayor and the members of the Common Council 
of the City of Winona. 

19. The names of the Board of Education, the City Superintendent, 
and teachers of the public schools of the city. 

20. And last, but not least, the Constitution and roll of Members of 
the Saint Cecilia Society, who have honored us by their presence and favored 
us with their splendid musical performances, so grateful to our tastes and 
sympathies on this memorable occasion. 

This box and these precious memorials, I have the honor to place in 
the hands of his Excellency, the Governor of the State, who will now pro- 
ceed to the performance of the further duties of the hour. 

GOVERNOR MARSHALL'S ADDRESS 

Governor Marshall, having been introduced by the president of the 
Board, received the box at the hands of the principal and said: 

"I now proceed to the agreeable duty assigned me on this occasion, 
and consign these memorials to the receptacle prepared for them beneath 
the corner stone of this edifice." 

Descending from the platform the Governor then deposited the box 
in its resting place and resuming his position on the stage spoke in substance 
as follows: 

The duty is devolved on me of depositing in the receptacle prepared 
beneath the corner stone that we lay, the documents just enumerated. It 
is appropriate, in laying the foundation of an edifice devoted to the use of 



WINONA STATE NORMAL SCHOOL 83 

an institution that is to train teachers for the children of the state, that these 
documents and records should be placed beneath the corner stone. They fit- 
tingly symbolize the principles that underlie the institution whose edifice we 
rear. As education, enlightenment of the mind, lies at the foundation of our 
governmental institutions — of all successful free governments — as the 
stability of our political institutions depends on the education and moral 
elevation of the people — so we, in raising a structure to be consecrated to 
the great work of improving and diffusing education, of elevating the stand- 
ard of popular education, by reciprocal significance place beneath its corner 
stone the Bible — the source of religious truth, these charters, fundamental 
aws, and other records of our free and beneficent institutions. 

As we here lay the foundation of this building, so correspondingly are 
we, by our laws, public opinion, and social habits, laying the foundation of 
the future character of the millions that are to dwell after us in this beauti- 
ful land. And as we shall here see a material structure rise, in beauty of 
proportion and harmony of parts, so let us seek to build, and let us hope 
to see rise, from our efforts, a social structure founded upon an education- 
al system that shall be grand in proportions and beautiful in symmetry. 
As we lay deep and broad the foundations of this building, so let us lay 
deep and broad the foundations of common schools, of free education to 
every child of the state. It is a beautiful sight, on this calm, bright 
Autumn day to see this concourse of enlightened, Christian people gathering 
here for such a purpose, where but a few years ago the wild and savage man 
was the sole possessor. I congratulate you on this auspicious commencement 
of a building that will be an ornament to this city and an honor to the state 
and assure you of my earnest co-operation in advancing this good work. 



PLACING THE CORNER STONE 

At the conclusion of this address, the Governor directed the workmen, 
who were standing in front of him, to place the corner stone in position. 
The stone was standing on edge, in line with the position it was to ccoupy, 
and at the word it was turned over on its face and accurately adjusted on its 
natural bed over the cavity in the first course above the concrete foundation, 
which at this point is thirty-two inches thick. This concrete is composed 
of a mixture of coarse sand with gravel, lime, and cement, and is already 
very compact. It will soon be as hard and unyielding as the rocky layers 
above it. The corner stone, which was selected with excellent judgment 
by Wm. S. Drew, the superintendent of the work, is three by five feet 
and seven inches thick, and a fine specimen of the cream colored magnesian 
limestone which forms the bulk of the "everlasting hills" that guard our 
city from the fierce winds of the prairie land beyond us. The adjustment 
of the massive stone having been completed by Mr. Edwin Elkin, and his 
assistants, the Governor then said, "I now declare the Corner Stone of the 
Building for the First State Normal School of Minnesota to be securely laid." 
The superintendent of the work then rose and proposed three cheers for his 



84 HISTORICAL SKETCH 

Excellency, the Governor, and the Normal School of the state. This call 
was heartily responded to by the immense crowd, and the Saint Cecilia So- 
ciety at once executed that splendid choral from Mendelssohn, "Hail, Amer- 
ica!" 

REMARKS OF MR. DUNNELL 

At the conclusion of the performance President Ford introduced Hon. 
Mark H. Dunnell, of whose speech we regret that we are able to present only 
a brief extract as it was extempore and we were not in a position to report 
it in full. 

Mr. Dunnell said: 

Fellow Citizens: — 

In all Christian and civilized lands monumental piles are erected to 
mark the spot where great and heroic deeds have been performed. From 
the heights of Bunker Hill, Gettysburg, and Antietam, massive columns rise 
upward to tell posterity of the brave one who perished there that their 
country and that liberty might live. On the shore of one of the great lakes 
of this mighty West we perpetuate the memory of a Douglas, whose tower- 
ing and massive intellect commanded the "applause of listening Senates" 
and challenged the respect of an admiring people; while afar in the East, 
by the great ocean, the marble shaft, chaste and elegant, stands over the 
place where an Everett reposes in his honored grave. Thus we herald forth 
the virtues of individual men, and hold them up to be the instructors of 
our youth through all coming time. Individuals may raise to themselves 
monuments more enduring than stone or brass; and a state may perpetuate 
its glory and power in a manner more enduring than through its railways, 
its rivers, its manufactures, and its arts; for the spiritual is imperishable, 
while the material decays and leaves no trace of its grandeur on the scroll 
of time. And so the state's best, most enduring, monuments are embodied 
in the noble list of her humane and literary institutions. The unfortunate, 
the lame, the halt, the blind, the insane, are the state's first care; and then 
those fundamental institutions which art, as a preventative of the ills that 
afflict our race, must claim the solicitude and steadfast sympathy of the 
Christian statesman. Such is our common school system, with its auxiliary, 
the Normal Training School, in which the character of the educators of the 
people is to be cast and the success of the common school more fully assured. 

We are glad that the state at large is represented here today in the 
berson of its Chief Magistrate. We welcome him, not only as the highest 
executive officer of the state, but as an earnest, friend of the great work of 
enlightenment which we are here today to encourage and promote. May 
these foundation stones bear up the state's best monument; and hither, 
when we who are here assembled shall have passed to that rest which awaits 
all the sons of mortality, may the ingenious youths of the state come in 
endless procession to be fitted for the sublime work of training each rising 
generation to the duties of a useful and noble life. 



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WINONA STATE NORMAL SCHOOL 85 

CONCLUSION OF THE EXERCISES 

At the conclusion of this eloquent speech, to which very inadequate 
justice has been done in this report, the assembled multitude joined in the 
Doxology — "Praise God, from whom all blessings flow." The benediction 
was pronounced by the Rev. A. Gale, of Minneapolis, Secretary of the Bap- 
tist State Convention. 

The band now struck up the patriotic air, "We'll Rally Round the 
Flag, Boys," in the midst of which the multitude dispersed, delighted with 
the ceremonies which we have described. 

The event is one long to be remembered, and we doubt not will often 
be reverted to by many of its participants as a sunny spot in the experiences 
of life, and as marking an important era in the history of popular education 
in our state. Great credit is due to the marshals for the prompt and ad- 
mirable manner in which all the details of the exercises were planned and 
executed, as well as to all the prominent participants in the proceedings, for 
the excellent taste and good judgment displayed in the performance of the 
duties which devolved upon them. 

THE CONSTRUCTION OF THE BUILDING 

The foundation was erected under the direction of the Pru- 
dential Committee, consisting of Dr. Ford, Hon. E. S. Youmans, 
and W. S. Drew. Mr. Drew was appointed superintendent 
of the work, and gave it his personal and efficient supervision 
thruout 1867 until the basement walls were completed and made 
ready for the superstructure. 

In the spring of 1867 an appropriation! by the Legislature 
of $50,000 for building purposes was secured, largely thru the 
influence of Hon. Wm. H. Yale, then in the state senate. Only 
one-half of this amount was appropriated for the first year. The 
citizens of Winona cashed the orders of the Board for the other 
half, making the entire sum available for immediate use. The 
building was occupied by the school September 1, 1869, and 
completed in the following December. 

DESCRIPTION OF THE NEW BUILDING 

The following description of the building is taken from the 
report of the principal of the Normal School for 1869: 

The general form of the building is that of a cross. The main 
edifice is 63 x 78 feet ; the wings are each 50 x 75 feet. The basement story 
is 10 feet high; the first story is 13 feet; the second is 16 feet; the third, 19 



1 Act of March 7, 1867. General Laws of Minnesota, 1867. Ch. V, p. 5. See Appendix . 



86 HISTORICAL SHETCH 

feet, and the fourth story of the west wing is 28 feet to the crown of the 
ceiling at the base of the sky lights. The southeast corner of the west wing 
terminates in a ventilating shaft 8x8 feet and 105 feet high ; and the north- 
east corner of the east wing terminates in the main tower, 15 x 15 feet at 
base and 130 feet high. The building is of red bricks, with facings and 
trimmings of a drab-colored calciferous limestone. Its beauty is due not to 
superfluous ornamentation, but to the harmony of its proportions and its 
massiveness. Through the basement there is a corridor 10 feet wide run- 
ning through the center from end to end. The first story has a main corridor 
10 x 166 feet, running entirely through the building. This is intersected by 
cross-corridors extending from the front to the rear entrances. On the north 
side of the main corridor there are four large schoolrooms for the use of the 
model classes. On the right of the entrance of the main tower there is a 
reception room, 20 x 25 feet. On the opposite or south side of the main 
corridor the rooms above described are duplicated. Opposite the reception 
room is a gentlemen's cloak room. In the main building, in the second 
story, is the normal school "assembly-room;" its dimensions are 63x78 
feet. In the east wing, beginning with the main tower, we find the prin- 
cipal's office, the library, and two large recitation rooms. In the west wing 
are two large recitation rooms, one in each corner, and two large wardrobe- 
rooms for ladies, each 12 x 35 feet, communicating with corridor and as- 
sembly room. In the third story of main building we have "Normal Hall," 
capable of seating 800 to 1,000 persons. In the west wing, and connecting 
with corridor and Normal Hall, are four recitation rooms. The east wing 
is occupied by a suite of rooms connected by open arches designed to be used 
for a museum. 

In the fourth story of the west wing there are two rooms, 32 x 35 feet 
each, separated by a corridor and with a ceiling extending to the crown of 
the roof, 23 feet in height. These rooms are lighted by skylights, and are 
intended for a gallery of art. The steps at each of the five entrances of the 
building are of massive, solid masonry, and are of easy ascent. The cor- 
ridors at each extremity are entered by spacious vestibules. The stairs 
leading to the several stories are easy of ascent, the risers being seven inches 
each, and the treads, which are very wide, being made of solid two-inch oak 
plank, finished in oil. The heating and ventilation of the building are upon 
the plan known as the Ruttan system. There are seven furnaces properly 
located in the basement. Underneath the furnaces the cold air from with- 
out is introduced through ducts having an area of section equal to from 
eight to ten square feet each. 

The plans of this building were subsequently adopted, with 
little change, for the State Normal Schools at Buffalo, New York, 
Carbondale, Illinois, and at Emporia, Kansas. It should be stated 
that the admirable adaption of this building to the existing and 
prospective wants of the school, and its nearly faultless construc- 
tion, were largely due to the experienced judgment, wise forethought 



WINONA STATE NORMAL SCHOOL 87 

and energetic management, of Principal William F. Phelps, who was 
permitted to enjoy the fruits of his zealous labors, and to carry for 
ward in this building his plans for the organization of a normal 
school of national reputation, until he resigned this position 
in 1876. 



TOTAL CONTRIBUTIONS AND APPROPRIATIONS FOR 
BUILDINGS 

The following is a summary of the contributions made by the 
citizens of Winona to the school and building : — 
Original subscriptions of $7,000 to secure site, with apprecia- 
tion in values $10,000 

Subscription for purchase of block 4, Sanborn's addition . . . 5,000 

Donation by city of block 3, Sanborn's addition 6,000 

The vacation of street and alleys 2,500 

Cash in bonds of city 15,000 

Use of city building for eight years, and furnishing expenses 4,000 



Total Contribution $43,000 

The cost of the buildings and furnishings, together with the 
grounds, has now reached (either expended or now appropriated) 
$445,000.00. 



SOLDIERS' ORPHANS IN THE NORMAL SCHOOL 

In accordance with a plan proposed by Principal Phelps, the 
Legislature in 1871 passed an act establishing in Winona the State 
Soldiers Orphans Home, and providing for the education of the 
children in the Normal School. * This plan proved to be a wise 
and economical one for the State, and of the greatest value to the 
children. More than one hundred of the soldiers' orphans received 
training for several years in the model and normal departments. 
A large number completed the entire course and later filled im- 
portant positions in the schools of the state. 



1 This statement is not strictly correct ; for the details of the Soldiers Orphans Home 
and its relations to the Legislature and the State Normal School, see History of Winona County, 
pp. 905-910. Margaret Simpson, mother of Hon. George Simpson, the present Attorney General 
of Minnesota, did much to make a success of the Soldiers Orphans Home. 



88 HISTORICAL SKETCH 

EXPANSION OF THE SCHOOL AT WINONA 

The time at length arrived in the development of its plans 
when the school could employ its own graduates in its own teaching 
force, when the principles and methods it had taught became, as 
it were, self-perpetuating. The founders of the school had in its 
early stages, conceptions of education that arose above the ele- 
mentary process and stages. They had glimpses of manual train- 
ing and of learning by doing, altho these ideas had hardly dawned 
upon the popular mind; and they had plans for discipline and 
character-building that were never dreamed of in the philosophy 
of the multitude, or of the servile trading politicians. As a result 
of these considerations, the instructors began to provide for hard 
work, for the training of both hand and eye, and for actual ex- 
perimentation and manipulation in laboratory and shop. As a 
preliminary, they watched and studied their students to discover 
their aptitudes and tastes. This study led to the selection of three 
young men who were urged to go to Boston for special preparation 
at the Massachusetts Institute of Technology. These men were 
John D. Lord, Clarence M. Boutelle, and Charles A. Morey. The 
first was to choose for his specialty drawing, to be pursued at the 
Art School. The other two, Messrs. Boutelle and Morey, were to 
study for two years at the Institute of Technology, Mr. Boutelle 
upon methematics, theoretical and applied, Mr. Morey upon physics 
and chemistry, in laboratory and shop work. As an inducement 
for this advanced study, each, it was agreed, should be added to 
the faculty with a salary of $800 per year, a small recompense, it 
is true; yet not so small as might at first appear, for those were 
days of low prices. This proposition they accepted with enthu- 
siasm, studied the allotted time, and became successful teachers, 
experimenters, and workers, in their respective spheres. This was 
the beginning of manual training, laboratory, and shop work in the 
Winona School, before those advanced ideas had gained a foothold 
in the community. All of these noble, loyal, young men have 
worked and lived out their day and have gone to their final reward. 
Each left his impress upon his Alma Mater and upon the schools 
of the state, and their memories will be cherished by all who came 
under their influence. 



WINONA STATE NORMAL SCHOOL 89 

NEGLECT OF LEGISLATURE TO MAKE APPROPRIATIONS IN 

1876 

The growth of the school in numbers, in reputation, and in all 
the characteristics of an excellent training school for teachers, con- 
tinued without marked interruption until the Legislature in 1876, 
partly by design and partly by neglect, failed to make the usual 
annual appropriation for the support of the three Normal Schools 
of the state 1 . 

The Normal Board was called in extra session. During that 
meeting several propositions to close the schools at once were voted 
down by a bare majority. The opposition to these propositions 
was led by Hon. Thos. Simpson, the resident director at Winona. 
What he had to say to the Normal Board was made a permanent 
part of their record and is of interest in this connection. 

RESIDENT DIRECTOR SIMPSON'S ADDRESS TO NORMAL BOARD 

To The State Normal Board, 
Gentlemen: — 

The unexpected failure of the Legislature to provide for maintaining 
the State Normal Schools invests with the gravest responsibility any action 
which you or your official representatives may take in relation thereto. 

The character and condition of the school at Winona will perhaps 
fully represent the embarrassments of all these institutions of the state 
affected by the legislature referred to. For reasons not now necessary to 
state, the Normal School at Winona has been rapidly filling up with students 
during the current school year, so that the capacity of its large building has 
been nearly reached in the Normal department, and of this large attendance 
not less than 93% is from all portions of the state beyond the immediate 
locality of the institution. The school has been compelled to adopt the 
policy of excluding from its advantages those who wished to pay tuition 
and who did not desire to take the required obligation to teach. 

This large attendance of students in the Normal department is there- 
fore composed of those who are earnestly, faithfully, and conscientiously 
preparing themselves to teach in the common schools of the state, and more 
than 95% of whom are the sons and daughters of the laboring classes, which 
classes are not burdened with a surplus of means, but who will, with their 
training in the Normal Schools, be preeminently fitted for instructing the 
children of the masses under our common school system because of their 
sympathy with them. The institution has not been able to increase its 
teaching force, notwithstanding this large addition of students, and the faculty 
have been taxed to their utmost, some of them having already broken down 



1 In this Legislature also it was proposed in a spirit of some seriousness and of greate r 
ridicule that the Normal Schools should be turned into inebriate asylums. 



90 HISTORICAL SKETCH 

from over exertion, while in other respects the expenses have been neces- 
sarily increased. The question is now confronting us as a Board, what 
can we do in this emergency? What action shall we take to relieve these 
institutions committed to our charge from this unexpected embarrassment? 

We cannot if we would, and would not if we could, incur any indebted- 
ness to relieve these schools beyond the amount appropriated. Shall we 
close the schools? Shall we turn these hundreds of most worthy students 
out of these state institutions while at so much sacrifice they are preparing 
themselves to serve the state in its highest interests so efficiently hereafter? 
Shall we send them back to their homes without the aid solemnly guaranteed 
them by the state when they entered these schools to prepare themselves 
for their chosen profession of teachers? 

Most of them have formed their plans and arranged their affairs to 
take the full course prescribed by the state and have entered into contracts 
in view of their attendance at these schools to secure this preparation, and 
who will estimate the great wrong done to the five hundred student teachers 
now in actual attendance in these institutions if they are suspended even 
temporarily under the circumstances, and is it a wonder that these students 
are filled with amazement and disappointment at the prospect of closing 
these schools? 

Since the adjournment of the Legislature much has been said by the 
press of the state and otherwise, for much can be said of this act, as a wrong 
done to the honor and credit of the state and the cause of popular education, 
but in this statement I confine myself exclusively to showing the irreparable 
injury which would be done to these students who, I know, have your sin- 
cere sympathy and interest in their earnest and noble efforts to qualify 
themselves to become your most faithful coadjutors in the cause of popular 
education in this young and rising commonwealth. Again, in view of these 
facts, and our duty to the young men and young women of our state in these 
institutions, will we be sustained by the public sentiment of the state in 
doing our utmost to secure the continuance of these schools? 

From assurances received from all parts of the state, I am satisfied 
this Board will be amply sustained in any proper action it may take in this 
emergency. It can be but temporary, as it is quite apparent that the failure 
of the Legislature to make provision for the past winter was not the result 
of determined hostility to them, but rather of inadvertence or omissions. 
Among others who have expressed a great interest in the continuance of 
the school at Winona, we should mention the trustees of the "Soldiers 
Orphans Home," who have had nearly one hundred of their wards in the 
school receiving benefit with but little charge for many years, and they 
would regard the suspension of the school as a great misfortune to that 
institution, as it would leave them without any opportunity of providing 
educational facilities for the children under their charge. 



WINONA STATE NORMAL SCHOOL 91 

In conclusion let me urge that in some way, even though it be upon 
conditions almost degrading to the honor and good name of the state in the 
way of curtailing expenditures, let us prevent the disaster of closing or sus- 
pending these institutions 1 ." 



ACTION OF THE BOARD 

Finally the Board took action which was intended merely to 
give the Normal Schools a chance for continuance if they could 
find any means of existing without involving the Board or in- 
curring a debt. It was really a life and death struggle with the 
Normal Schools of the state. Had they been closed then they 
would have remained closed, perhaps for some time. The action 
of the Board availed little; it said "Live if you can, but don't in- 
volve us." 

The following are the resolutions offered by President Sibley 
and adopted by the Board: 2 

Whereas, This Board finds itself embarrassed by the failure of the 
Legislature, at its last session, to make the appropriation asked and requisite 
for the support of the three Normal Schools; and, 

Whereas, The Board would regard the closing of the schools as a pub- 
lic calamity, to be avoided if possible; therefore, 

Resolved, That the Resident Directors and Principals of said schools 
are hereby authorized and directed to continue the said schools in operation 
until the money applicable thereto shall be exhausted; 

Provided, That each school or either of them may be temporarily 
closed and thereafter opened at the direction of the Resident Director and 
Principal of said school, if required by a lack of funds to do so. 

Provided further, That no authority is intended to be bestowed by 
this Board upon any party or parties to create any obligation on the part 
of the Board, or of the state, beyond the appropriation already made and 
applicable to the support of theJNormal Schools. 



HOW THE SCHOOL WAS KEPT OPEN 

Liberal-hearted citizens of Winona offered to advance money 
to carry on the school, but this could not be accepted under the 
action of the Board. General Sibley, the president of the Board, 
resigned. Mr. Simpson, the resident director at Winona, was 
chosen president. He determined that the school should not go 
down. He made a temporary reduction of the teaching force, 



1 Original Minutes, pp. 177-179. 

2 Ibid, p. 179. 



92 HISTORICAL SKETCH 

some abatements of salaries, and some extra charges for tuition. 
He appealed to the Board (Hon. O. B. Gould and Mrs. Thomas 
Simpson) of the Soldiers Orphans Home, who generously respond- 
ed by paying tuition for the pupils under their care. By these 
means, (supplemented, some say, by a cash contribution from Mr. 
Simpson's own pocket) the school was kept in vigorous operation 
until the following year. 

His own account of the matter in his report for December 5, 
1876, is here given: 

Under this action of the Board, the schools have been kept in operation, 
and will continue until the Legislature shall adopt some definite policy in 
regard to their maintenance. By temporary reductions of teaching force, 
by abatements of teachers' salaries, by certain extra charges for tuition 
in the model and preparatory departments, and by other expedients which 
cannot be continued or repeated, the Normal Schools at Winona and St. Cloud 
will be able to continue in successful operation until January 1st, 1877, 
without incurring any indebtedness or liability. The school at Mankato 
will also be kept in operation to the close of the year, but at an expense or 
obligation, mainly due the teachers of that school, who, although fully 
aware that no obligation or liability could be created in their favor, yet ap- 
preciating as they did the great loss to the state and the school, if it should 
be suspended, very magnanimously volunteered to continue the school in 
operation until the Legislature should convene, and upon a full statement 
of the facts, trust to its liberality and fairness to make them just recom- 
pense for their faithful and valuable services rendered the state 

As may be inferred from the above quotation, the action at 
Winona had much to do with inspiring a like spirit and determina- 
tion on the part of the local management of the schools at Mankato 
and St. Cloud. 

The effect of this policy of the Board was to secure for the 
schools the heartiest confidence and support of the next Legislature, 
which not only restored the former appropriation, but made it 
permanent 1 . Thus the crisis which threatened the extinction 
of the schools proved to be the occasion and the means by which 
they were established more firmly than ever and put beyond the 
danger of embarrassment thru Legislative inaction. 

During the summer of 1876 Principal Phelps had resigned to 
accept the presidency of the State Normal School at Whitewater, 
Wisconsin. At a meeting of the Normal Board December 6, 1876, 
the following resolution was unanimously adopted : 



1 Act of February 14, 1877, General Laws of Minnesota, 1877, Ch. 164, p. 256. See Ap- 
pendix. 




CHARLES A. MOREY 
Principal, 1876-79 



WINONA STATE NORMAL SCHOOL 93 

"Resolved: That we take pleasure in bearing testimony to 
the ability and earnestness with which Prof. W. F. Phelps has dis- 
charged his duty as principal of the Normal School at Winona for 
the last twelve years. The school is largely indebted to him for 
its efficient organization and for its success. We regard him as an 
ardent and able educator, and we desire that in his new position 
he may meet the favor of which his talents and experience render 
him worthy." 



ELECTION OF CHARLES A. MOREY AS PRINCIPAL 

At the same meeting of the Normal Board above referred to, 
Secretary Burt moved "that after the first of January next, Prof. 
C. A. Morey be the regular principal of the School at Winona." 
Mr. Morey, a member of the faculty at that time, and a former 
graduate of the school, had been Acting Principal since the resig- 
nation of Mr. Phelps. 

Mr. Morey was a man of versatile tastes and many sided 
abilities. He applied himself to the performance of various tasks 
and duties, both private and public, and in all of them, it can be 
truthfully said, he was the master. His clear comprehension, 
sound judgment, and logical cast of mind made him a safe coun- 
selor. Though not pretending to the gift of oratory, he was yet 
a most effective public speaker. He always spoke from conviction. 
The sincerity of such views on public questions as he gave utterance 
to could never justly be assailed. Tenacious of his own opinions 
in matters of principle, he was yet tolerant of those of others, and 
never could be provoked into treating his opponent with dis- 
courtesy. In educational matters he was a rigid censor. 1 

As a critic he was always direct and fearless, at times even 
caustic. But his criticism was so essentially sincere, so bluntly 
honest, that it lost all its sting in the convincing force of its candor. 
He was bold himself, he expected no one to quail under his incisive 
comments. He encouraged frankness, bravery, and an open man- 
ner. He taught those whom he must criticise the noble habit of 
looking for the truth in a criticism and not for the fragments that 
were false. He sought only to build up and strengthen; to clarify 
and refine ; he was far above the petty motive of criticising simply 
to quell and kill. 2 

1 D. Sinclair in Winona Republican-Herald, Oct. 27, 1904. 

2 The Normal Red Letter, Moorhead, Oct., 1904. 



94 HISTORICAL SKETCH 

For some time before Mr. Morey became principal, a new ele- 
ment had been entering into the Normal School problem. Up to 
his administration, the Normal had confined itself very largely to 
the educating and training of teachers for the rural schools. There 
were few high school teachers demanded in the early days of the 
institution. By the time Mr. Morey became principal, however, 
the Normal was being asked for high school teachers and, further- 
more, the high schools themselves were sending out their grad- 
uates as teachers without Normal training. In other words, the 
time had now come when it was quite evident that the Normal 
School should provide courses of study for high school graduates, 
and it may be truly said that the step to provide these courses 
marks a turning point in the history of the institution. From then 
on the relation between the Normal Schools and the high schools 
of the state was changed. When Dr. Shepard was superintendent 
of the Winona schools, those finishing at the Normal would then 
attend the high school. The result of providing courses for grad- 
uates of high schools was to change the status of the Normal School 
so that students finishing courses in the high schools would then 
attend the Normal. Dr. Shepard was in hearty sympathy with 
this new movement and, as Mr. Morey's successor, did much to 
carry it on. 

In the first year of Mr. Morey's administration he was able to 
state that the grade of pupils entering the school was much higher 
than that of any previous year, and that a larger number had been 
members of institutes in which teachers from the Normal were in- 
structors, or were from schools or institutes taught by Normal 
graduates; all of which Mr. Morey felt showed plainly "that the 
thorough work done in the Normal Schools and the State insti- 
tutes is producing grand results in the schools of the State 1 ." 

Mr. Morey believed that the advantages resulting from this 
change in the attainments of the candidates would permit the re- 
quirements for admission to be correspondingly increased and the 
whole work of the school raised to a higher level. 

By the time he wrote his second report, the changes he sug- 
gested had been made. Entrance examinations were made more 
rigorous and a higher course of two years, including Latin and the 
higher professional and academic branches, had been voted by the 



1 Report for 1876, p. 13. 



WINONA STATE NORMAL SCHOOL 95 

Board. 1 In his second report, Mr. Morey stated that it was in- 
tended that graduates should be fully and thoroly prepared for 
work as principals of high and graded schools or as county super- 
intendents. He added, too, that the effect of this change was to 
be seen in the enrollment of a larger number of graduates of the 
best high schools. Of the candidates for admission in 1878, one 
was a graduate of Oberlin College, eight were graduates of high 
schools in the state and twenty-two others had passed satisfac- 
tory examinations in all the common branches. 

This change, of course, meant a decrease in the total attend- 
ance of the school, and this was anticipated by Mr. Morey in his 
first report, and in his second report he stated that "The radical 
changes in the operation of the school will undoubtedly reduce the 
number of pupils in attendance. This result is inevitable if the 
new regulations are honestly enforced. But the students will be 
such as belong there ; such as will do credit both to themselves and 
the Institution." 

As a part of this change the graduation of classes was made 
an annual affair. Mr. Morey observed in his second report that 
"By the old plan the teachers were burdened with a large number 
of classes, and the pupils were weighed down by a number of 
studies entirely beyond their normal capacity. By the changes in 
the course of study, and in the time of graduation, the labor has 
been lightened and the opportunities for thorough work increased." 

It was the belief of Mr. Morey that the Normal School had 
suffered from the judgment of the public upon the poorer pupils 
who remained in the school but a short time, but who went out as 
much "Normal teachers" in the eyes of critics as the most finished 
graduates. To obviate this disadvantage, he provided for the issue 
of certificates to all pupils at the close of each term, stating the 
time they had attended the school, with the character and grade of 
their studies. 

That the Normal School was solely for those who desired to 
become teachers, was another cardinal principle which Principal 
Morey felt should be rigidly adhered to. He believed that the 
faculty was justified in asking a pupil to leave the school when 
they were satisfied that person could not become an efficient teacher. 
In an address before the National Educational Association at Bal- 



1 See original minutes of the Normal Board, pp. 186-187. 



96 HISTORICAL SKETCH 

timore in 1876 Mr. Morey said that "At the first all those who will 
make teachers cannot be separated from those who will not; but 
it does not take long to determine them. It is difficult, sometimes, 
to make pupils understand it, but it is far better for all concerned 
to retain only those who have at least a moderate amount of talent 
for teaching." This doctrine was put into practice during the 
school year 1877-78, and, according to Mr. Morey's report for that 
year, with most salutary results. He states, too, that under this 
rule about fifty pupils went from the school to other duties in other 
lines of work ; that the measure appealed to the good judgment of 
all, and that, with scarcely an exception, the situation had been 
accepted in the right spirit and with the best of feeling. 

In May, 1879, Mr. Morey resigned his position to enter upon 
the practice of law. At a meeting of the Normal Board on May 
13, 1879, the following resolutions were unanimously adopted: 

Resolved: That this Board receives with sincere regret the com- 
munication of Prof. Chas. A. Morey declining a reelection as Principal of the 
State Normal School at Winona, and expressing his purpose to retire from 
educational work as a profession. 

That the steady advancement and efficiency of the school at Winona 
for the past three years is largely due to the quiet but firm and judicious 
direction of its work by Prof. Morey. 

That we fully reciprocate the kind consideration expressed for the 
Board in the communication of Prof. Morey, and hope he may achieve that 
success and distinction in any field he may enter which he has attained as 
a teacher. 1 

On the death of Mr. Morey in 1904, the following resolutions 
were adopted by the faculty of the Normal School. He had been 
Resident Director since 1888. 

Whereas, death has removed from our midst Hon. Charles A. Morey, 
for a generation associated with this school in official capacity ; and 

Whereas, by his death the educational- interests of the state have lost 
an earnest supporter and a wise counselor, and this school a vigilant guardian 
and a faithful friend ; it is by the faculty of the State Normal School at Wi- 
nona 

Resolved, That on the day appointed for his funeral the regular work 
of the school be suspended and that memorial exercises be held in Assembly 
Hall in honor of the deceased ; 

That we express our grateful appreciation of the high qualities of mind 
and heart which have shown themselves in all his official relations to the in- 
stitution — of his wise foresight, his patient courage, his self-sacrificing de- 



1 Original Minutes of the Normal Board, p. 200. 




IRWIN SHEPARD 
President, 1879-98 



WINONA STATE NORMAL SCHOOL 97 

votion to the great trust confided to him ; of the uniform courtesy and help- 
fulness he has shown in his personal relations to us; and of the inspiration 
his own high courage has been to us; 

That we extend to the bereaved family our deep sympathy; 

That these resolutions be spread on the records of the faculty and 
that a copy of them be sent to the family of our lamented friend. 



ELECTION OF IRWIN SHEPARD AS PRINCIPAL i 

At a special meeting of the Normal Board at St. Paul, June 24, 
1879, Irwin Shepard, then superintendent of city schools of Wi- 
nona, was elected principal of the Normal School to succeed Mr. 
Morey. Dr. Shepard took up the duties of the office the following 
September. 

It has already been suggested that he was entirely in sympathy 
with the change brought about by Principal Morey in making the 
course of study sufficient for the training of teachers for the higher 
grades. It was Dr. Shepard's idea that this policy should be car- 
ried still further and the course for high school graduates lengthened, 
tho he did not find his way clear to make the change until 1895, 
when the course for high school graduates was extended to two 
years. He was reinforced in this movement by the constant as- 
sertion on the part of his faculty that the students did not remain 
with them long enough to become efficient teachers. Further- 
more, the schools of Minneapolis and other places cooperated with 
the Normal in this movement by requiring their teachers to be 
graduates of this advanced Normal course. 

As a part of this general program, the number of terms had 
been changed from two to three in 1880, and instead of two daily 
sessions a single session extending from 8:30 to 1 o'clock was 
adopted at the end of the first year, of Dr. Shepard's administra- 
tion. It was his belief that this arrangement, giving the student 
the greater part of the afternoon for study, would result in much 
more effective work. 

At this time, too, the department of English was enlarged, 
more fully organized, and a special teacher placed in charge. Rhe- 
torical exercises were added to the course and were delivered daily 
from the assembly room rostrum by members of the Senior and 
Junior, or "A" and "B" classes. 



1 The title Principal was changed to President in 1880. 



98 HISTORICAL SKETCH 

It was under his administration that the first kindergarten 1 
(which will be discussed in another place) west of the Mississippi 
was established at this Normal School in 1880. Keenly sensitive 
to the progressive development of American educational ideas and 
ideals, Dr. Shepard was ever on the alert to keep the institution in 
his charge fully abreast of the times. It was during his adminis- 
tration that the most remarkable series of educational theories, all 
departures from time-honored custom, were experimented with, 
all leading more or less directly to the present tendency toward 
radical modifications in our public school instruction. Geography 
was given much attention, supported by more or less specialized 
study of concrete materials and of physical phenomena. The 
special terms under which this departure figured were such as ob- 
ject lessons, nature study, and elementary science lessons. Special 
efforts were made to meet demands for this departure in elementary 
or grade instruction by accumulating and systematically arrang- 
ing materials in the educational museum connected with the school. 
Since then the study of occupations and industries has led to the 
tendency to build up, side by side with the natural history museum, 
an industrial museum also. 

The revival of the Herbartian theory of interest gave impulse 
to the greatly enlarged courses of psychology in vogue for a sea- 
son, as well as to the intensive pursuit of child study. Whether 
happily or otherwise, the educational pendulum is at present 
swinging low and over short arcs along these problems. But in 
President Shepard's day interest in these topics was at fever heat. 
No stone was left unturned to bring the school up to the highest 
standard of efficiency. It was a favorite thought of this Presi- 
dent, tho quite un-Herbartian, that stern, vigorous work is quite 
essential to the development of a good teacher, who must learn 
to struggle with problems, since, according to the old mythological 
idea, the strength and virtue of the conquered (problems) may be 
supposed to pass into the body or mind of the conqueror. 

As to discipline, President Shepard was exacting. Yet dur- 
ing his administration he succeeded in softening and toning down 
the somewhat rigorous discipline he found established by his 



1 As will be seen, President Shepard had much to overcome in establishing the kin- 
dergarten. For an extreme tirade against him, see St. Paul Dispatch for September 25, 
1883, in which the Normal Board is advised to "Lop off this Kindergarten nonsense and keep 
the Normal Schools within the bounds of their rightful intent." 



WINONA STATE NORMAL SCHOOL 99 

predecessor. And it is evident that in this respect, also, the school 
has kept pace with the general tendency, thruout the educa- 
tional system, away from the schoolmastering, paternal spirit, and 
toward a democratic spirit of leadership by the influence of kindly 
reason. 

In his report for the year ending November 30, 1880, Dr. 
Shepard declared that the last sign of doubt concerning the suc- 
cess and usefulness of the Normal Schools lay in the act which took 
from the graduates' diplomas their value as certificates of quali- 
fication to teach in the common schools of the state. 

The act establishing the Normal School system said nothing 
about the value of the diplomas as certificates. But in 1866 a 
law 1 was passed which made the diploma a valid certificate for 
five years, "unless," says the act, "sooner cancelled * * * for 
cause." The law also provided the "that said certificate may be 
renewed from time to time." However, this law was repealed by 
the Act of March 2, 18722. 

Dr. Shepard considered it an injustice to the institutions and 
the persons attending them not to consider the diploma as a valid 
certificate. In his first report he made the following statement: 
"I know of no other State Normal Schools whose diplomas are not, 
either for a limited or an unlimited period, certificates of qualifica- 
tion. If the Normal Schools of Minnesota do not thoroughly qual- 
ify their graduates to teach in the common schools of the state; 
further, if they do not do this work better than it can possibly be 
done in any other schools in which preparation for teaching is not 
made the chief aim, then the Normal Schools have no excuse what- 
ever for their existence. If, on the contrary, they do accomplish 
thoroughly and efficiently the work for which they were created 
and are still supported, then their work deserves to receive the 
stamp of approval by the authorities of the state. Everybody de- 
plores the lack of professional spirit among teachers, and the fact 
that the profession of teaching is so generally made the stepping- 
stone to some calling more honored and remunerative. This con- 
dition of things will continue until a sharp line of distinction is 
drawn between those who have chosen teaching as a profession and 
have prepared themselves especially for that work, and those who 



1 Revised Statutes, 1866, Ch. 37, Sec. 11, p. 316. 

2 General Laws of Minnesota, 1872, Ch. V, p. 50. 



100 HISTORICAL SKETCH 

have not. I earnestly recommend that the attention of the Legislature 
be again called to this subject, and that they be urged to provide for 
such tests and examinations of the candidates for graduation from 
the Normal Schools as will justify them in declaring the diplomas 
of these schools certificates of qualification to teach in the common 
schools of the State." 

President Shepard not only believed that the Normal grad- 
uates should be recognized as qualified teachers, but he felt that 
the standards set for teachers' certificates were entirely too low 
and that these standards discouraged attendance at Normal Schools . 
In his report for 1887-88 he maintained that "the chief hindrance 
which the Normal Schools meet in their efforts to extend the scope 
and character of professional training is the low standard of qual- 
ification required to obtain the highest grade of teachers' certificate 
known to the law, and the further fact that but slight importance 
is attached by the authorized examiners to professional knowledge 
or training. Whenever an examination in professional subjects 
is attempted it is of the most superficial and limited character, 
and in its whole effect has a tendency to disparage rather than 
emphasize the value of the professional work done in the Normal 
schools. The requirement for admission to the lowest class of the 
Normal schools is a second grade certificate, or an equivalent ex- 
amination. After three and four years of added study and training 
the state has no certificate to give which recognizes the value of 
the professional training which it provides. Under these circum- 
stances and in view of the fact that the requirements for a first 
grade certificate are considerably below the requirements for grad- 
uation from even the elementary course, it can not be expected that 
many will seek a training which is different in character and much 
beyond the maximum requirement of the law." 

Finally, in 1891, the Legislature passed an act 1 which made 
the diploma from either the elementary or advanced course of 
normal schools a valid teachers' certificate of the first grade for 
a period of two years, a period covering the time of the students' 
pledge of service. At the expiration of two years of teaching, the 
diploma might be endorsed by the president of the normal school 
from which it was issued, and by the state superintendent, upon 



1 Act of April 1, 1891, General Laws of Minnesota, 1891, Ch. 72, pp. 148-149. See 
Appendix, 



WINONA STATE NORMAL SCHOOL 101 

satisfactory evidence that such service had been successful and 
satisfactory to supervising school authorities under whom it was 
rendered. Such endorsement made the elementary diploma good 
for five years, and the advanced diploma a life certificate. As will 
be seen later, the provisions of this act were changed somewhat by 
the Act of April 23, 1909. 

In order to provide for uniform regulations, the presidents of 
the normal schools agreed upon the following, which is essentially 
the same as the regulations found in the current catalogs of the 
schools : 

1. While it is hoped that all graduates will earn the right to have their 
diplomas endorsed, great care will be taken in this matter, and the diploma 
will not be so extended in any case in which the holder fails to render ac- 
ceptable service during the test-period, or in any way fails to show himself 
worthy of the marked professional recognition so bestowed. 

2. After the completion of two years of service, application for en- 
dorsement may be made to the respective normal schools. The applicant 
should see that complete reports of service have been made in accordance 
with the student-teacher's pledge, and that such reports bear the names and 
addresses of the supervising authorities to whom blank forms for certificates 
of successful service may be sent. In order to maintain a uniform standard 
of requirements of endorsement, it has been agreed by the normal school 
presidents that they will endorse no diploma until each case has been ap- 
proved by all of the presidents acting as a Board of Review. 

Furthermore, by 1882 the three normal schools adopted a 
uniform standard for admission to the Normal classes, using the 
same sets of questions in arithmetic, grammar, and geography. 
This arrangement is no longer carried out. 

As the result of a policy already referred to, the beginning years 
of President Shepard's administration showed a marked increase 
of advanced students. In his report for 1881 he stated that the 
examinations for entering the "C" class were fully equal to the 
usual county superintendent's examinations for second grade cer- 
tificates, and that one-half of the class of 1881 were graduates of 
high schools or colleges. Two young men of the class had received 
the degree of Bachelor of Arts in eastern colleges. In his report 
for 1886 Dr. Shepard was able to say that "of the 298 students en- 
rolled in Normal classes, 121, or 40%, had taught one term or more 
before entering. Eight of these held first grade teachers' cer- 
tificates; 95, second grade certificates; and 18, third grade." The 



102 HISTORICAL SKETCH 

report shows, too, an enrollment of 29 high school graduates and 
in addition to this number 9 graduates of colleges, academies and 
other schools, all of whom were members of the professional or ad- 
vanced course. 

Another marked feature of President Shepard's administra- 
tion was the increased attendance. From 1879 to 1882 attendance 
increased 40% ; from 1879 to 1884, 100% ; from 1879 to 1886, 150%. 
In his report for the latter year, President Shepard stated that 
"We have had at some times during the year, in the Normal de- 
partment, twenty-five or thirty more students than could be pro- 
vided with seats. The recitation rooms, which were designed to 
accommodate classes of forty pupils, have frequently been crowded 
by classes numbering sixty or more pupils, while in the case of one 
class the number has been, during most of the year, between eighty 
and ninety." 

In order to meet this situation, President Shepard in the same 
report proposed two remedies, which may be given in his own 
words. "After a careful consideration of the case, and conference 
with the resident director, General Berry, it has been decided to 
ask that the Board authorize the discontinuance of the preparatory 
department at Winona. We are led to this decision both by the 
pressing need for the room heretofore occupied by that class, and 
by the conviction that the growing efficiency of the state high 
schools, which may now be found in nearly every county and in 
which tuition is free, renders it unnecessary that we should longer 
continue that department. Further, we desire authority to raise 
the standard for admission to the "C" class of the Normal depart- 
ment from time to time to an extent that will restrict the total 
enrollment in Normal classes to three hundred pupils. With the 
relief afforded by the two measures above recommended we may 
hopefully address ourselves to the work of successfully meeting 
the rapidly growing demands for more and better strictly pro- 
fessional instruction, to those who are now coming in increasing 
numbers every year from high schools and elsewhere, and who are 
fully prepared to give their entire attention to studies in the theory 
and practice of their chosen profession." 

In accordance with this program the preparatory department 
was discontinued and the entrance examinations were made 
more rigorous. The next year, according to President Shepard's 




ORIGINAL BUILDING WITH WINGS, 1894, AND NEW ROOF, 1905 




PRESENT BUILDINGS, OCCUPIED 1909 



WINONA STATE NORMAL SCHOOL 103 

report, "one-third of all candidates for admission were rejected, 
and at the close of the first quarter all members of the "C" class 
who failed to pass examination on the work of the quarter were 
dismissed. Notwithstanding this rigid policy of exclusion, the 
average attendance throughout the year was considerably in excess 
of the seating capacity." 

The continuous session, for which the school is much indebted 
to Dr. Shepard, will be discussed in a separate topic. 

The additions to the building which took place during Presi- 
dent Shepard 's administration are best described in his report for 
1894, an extract from which is here given: 

The additions to the building provided for by the appropriation of the 
last Legislature have been fully completed and are now ready for occupancy. 
They consist of two wings running at right angles with the front of the build- 
ing to the rear ; giving to the building a quadrangular shape, with three fronts 
of nearly equal dimensions, inclosing a court of eighty feet square opening 
to the south. This arrangement has given the maximum amount of room 
and has furnished easy connection with the old building, the corridors in the 
new wings becoming extensions of the corridors in the old building, and thus 
bringing the two additions into immediate connection with the old assembly 
room. This has made necessary but very little change to connect with the 
old building. Each wing is fifty by eighty-four feet in dimension, three 
stories high, with basement for furnaces and air flues. 

The first floor forms the extension of the model school department 
of the old building, and more than doubles the capacity of this overcrowded 
department. With this addition, the model school now has twenty rooms 
available for use in student teaching, thus furnishing a much needed relief. 
On the second floor, seven commodious recitation rooms have been added to 
the Normal department, and all are equally accessible from the assembly 
room. On the third floor both wings of the new additions are given up to 
science laboratories, the west wing affording a large chemical laboratory, 
which has been completely fitted for individual work by thirty-six students, 
each student being provided with water, gas, a slate top table, and a full 
equipment of chemicals. In addition to this a large physical laboratory has 
been fully equipped. These two rooms occupy the entire third floor of the 
west wing, and are continuous with the chemical recitation room in the old 
building. A circular tower was constructed in the southwest angle of the 
west wing as a basis for a revolving dome to receive a telescope. This dome 
has been completed and fitted with machinery especially designed by Pro- 
fessor Freeman, the teacher of physical sciences. In the basement of the 
west wing a commodious gymnasium has been fitted up, thirty by fifty feet 
in size. This has already proved an efficient addition to the department of 
physical culture, and during the past winter was under the charge of Prof. 
John M. Holzinger. The third floor of the east wing has been fitted up as 
a biological laboratory, with an adjoining workshop, recitation room and 



104 HISTORICAL SKETCH 

addition to the museum. These additions now give the natural history de- 
partment, with its laboratories and museums, a continuous space of 160 feet 
by fifty feet. The additions to the building have made possible certain 
modifications in the old building which have been long needed, though the 
changes are comparatively slight. A new library has been added, which will 
furnish facilities for library work which have not hitherto been enjoyed. 

President Shepard severed his connection with the Normal 
School late in 1898, to be succeeded, after a brief inter -regnum, 
by Dr. J. F. Millspaugh. During this inter-regnum the school ad- 
ministration was by faculty committees. This was made the more 
effective by the instruction of Resident Director Morey "that we 
hang together, lest perchance we hang apart." 

At a meeting of the Normal Board on August 26, 1898, the 
following resolutions concerning Dr. Shepard were adopted : 

Whereas, Dr. Irwin Shepard, who for nineteen years has held the of- 
fice of principal and president respectively of the Normal School at Winona, 
has resigned that position to enter upon the duties of permanent secretary 
of the National Educational Association, and his resignation has been ac- 
cepted ; 

Therefore, be it resolved that this Board hereby records its high ap- 
preciation of the ability, earnestness, and devotion that have ever character- 
ized his administration of the trust so long confided to his keeping. 

We recognize that under- his skillful guidance, the institution has con- 
tinued to prosper and has grown, with the growth of population, to be one 
of the strongest and best among the great training schools of the northwest 
and, indeed, of the whole country. 

Resolved, That Dr. Shepard bear with him to his new field of labor the 
assurance of our best wishes for his happiness and prosperity in the future. 

WM. F. PHELPS, 
W. W. PENDERGAST, 
G. B. WARD. 

At this same meeting the Normal Board unanimously adopted 
the report of the committee on teachers who nominated Mr. Frank 
A. Weld of Stillwater as President of the School at Winona. Mr. 
Weld did not accept the position and on the 21st of the following 
April was elected President of the Moorhead Normal. 



ELECTION OF DR. J. F. MILLSPAUGH AS PRESIDENT 

In the report of the Normal Board for December 8, 1898, we 
find the following: 

The first business that came before the Board was the hearing of two 
delegations — one from Mankato, the other from Winona — which had 
come to set forth the desirability of securing as presidents of the schools at 
these respective places, to fill the vacancies caused by the death of President 







JESSE F. MILLSPAUGH 
President, 1898-1904 



WINONA STATE NORMAL SCHOOL 105 

Edward Searing and the resignation of President Irwin Shepard * * * 
Mr. Morey made a presentation of the list of candidates for the Winona 
vacancy, giving his endorsement to Dr. J. F. Millspaugh, city superintendent 
of schools at Salt Lake City, Utah. On Motion of Mr. Morey, seconded by 
Mr. Comstock, Dr. Millspaugh was elected president of the Winona Normal 
School for a term of one year from January 1, 1899, at an annual salary of 
$2,500. 

The brilliant record which Dr. Millspaugh made in Salt Lake 
City was evidence that bespoke for him success in his new position. 

In 1890, when Salt Lake City first came under the control of 
the Gentile element, a city board of education was established, 
a system of graded schools inaugurated, and Dr. Millspaugh was 
elected first superintendent of city schools. Prior to this time each 
of the twenty-three wards of the city had had its independent board 
of directors and its individual course of study. With scarcely an 
exception, the school buildings were primitive structures attached 
to the ward meeting houses of the Mormon church, and used by 
the dominant church for minor religious meetings and for their 
ward dances conducted under the auspices of the Sunday School. 
Many of the teachers in the schools were the ward "teachers" of 
the Mormon Church, — assistants to the ward bishop, possessing 
scarcely any other qualifications for the position. 1 

The task which confronted the new superintendent was no 
easy one. It involved the organization of a complete system of 
schools, the formulation of a uniform course of study, the planning 
and erection of new school buildings, up-to-date in their appoint- 
ments and equipment, and adequate in their capacity and number 
for the expected increase in attendance. The constructive part of 
the task, however, did not present the difficulties of the destructive 
part. The old-timers were well satisfied with the old order of 
things, and resented any interference on the part of new-comers, 
whom they regarded in a measure as intruders. The old teachers 
who did not meet the educational requirements of the new admin- 
istration, together with their friends, laid their grievances at the 
door of the new superintendent. It required a courage approach- 
ing heroism on the part of the man at the head of the new system 
to do his full duty. 

The first teachers' examinations created many vacancies, which 
were filled with competent teachers from the east, and, year by 



1 Biographical material regarding Dr. Millspaugh furnished by R. J. Caskey of Los 
Angeles. 



106 HISTORICAL SKETCH 

year, as the schools grew, more well equipped teachers joined the 
forces. The old meeting house annexes were rapidly abandoned 
for modern brick and stone school buildings, now the pride of the 
city, and a monument to the initiative and energy of Dr. Mills- 
paugh. During his administration about twenty school buildings 
of the most substantial character and approved architecture were 
erected. Taking charge of the schools with a seating capacity for 
2,728 pupils, 4,395 were enrolled the first half year, and he left them 
after eight years and a half with 13,000 pupils in attendance. The 
teaching force grew in the same time from sixty to two hundred 
and sixty. The high school which Dr. Millspaugh organized with 
five pupils, he bequeathed to his successor with an enrollment of 
over 600. 

At the close of 1898, when Dr. Millspaugh resigned his position 
at the head of the public schools of Salt Lake City to accept the 
presidency of the State Normal School at Winona, he left 
behind him a united and loyal force of teachers, an admiring and 
grateful community, and one of the most complete school systems 
in the country. The monumental work of Dr. Millspaugh's life 
has certainly been the organization and development of the Salt 
Lake City public schools. 

On Monday, January 4, 1899, Resident Director Morey made 
a brief address to the school, presenting the new president, who 
briefly addressed the students 1 . 

Dr. Millspaugh's aim was to conserve all the best elements 
which he found in the institution and very gradually add to 
these, as circumstances demanded. He put much stress on the 
cultural side of education; was a strong exponent of student ac- 
tivities which were adapted to develop in students breadth of view 
and initiative; sympathetic, yet in the last analysis, stern, he soon 
won the hearty support of all connected with the institution. In 
his report for 1900, he deplored the fact that the summer session 
was discontinued, but as the Continuous Session is treated separ- 
ately, we need here only refer to his statement that: 

"The closing of the doors of opportunity which have been so 
auspiciously opened to the host of teachers of the state who must 
enlarge their educational attainments during the summer, if at all, 



1 See account in Winona Daily Republican, Jan. 4, 1899. 



WINONA STATE NORMAL SCHOOL 107 

and the consequent weakening of a mutually helpful relationship 
between the rural schools and the institutions maintained for the 
training of teachers, cannot be regarded as progressive movements." 
A change had been made in the course of study, which took 
effect at the beginning of the school year before Dr. Millspaugh 
came in January 1 . His attitude on this and the immediate ef- 
fects of the change can best be seen by an extract from his report. 

Without discussing the benefits which have been, and will be, gained 
from the abolition of the "C" class and the elementary course, and from the 
extension of the advanced course one year by increasing the requirements 
for admission, it cannot be denied that the immediate effect, as was an- 
ticipated, has been to diminish in a marked way the number of students. 
* * * Th e diminished attendance shown must not, however, be inter- 
preted as meaning that all those who failed to enter the school because of 
changes in the course of study have abandoned the purpose of ever attending 
a Normal School. Without doubt some students, to whom was presented 
the necessity of longer study before graduation, decided to obtain certifica- 
tion in some easier way, and some may have given up the thought of teaching 
altogether ; but it is probable that the majority of such prospective students, 
on discovering that they would gain nothing in point of time by pursuing the 
full academic-professional course at the Normal School, concluded to finish 
a high school course elsewhere, and come here for professional work Only. 
This was one of the main results aimed at in the extension of the course, and 
if expectations are realized, many of these students will in the future enter 
the school with their academic work completed. 

Dr. Millspaugh put much stress on the importance of the ele- 
mentary school. Half the space in his first report is devoted to it. 
He felt that the elementary school was not only indispensable for 
the training of student teachers, but also as a teachers' laboratory. 
He believed that "volumes could be filled with the recital of the 
harm resulting from the inculcation of alleged principles of teach- 
ing and methods of instruction that have been worked out by 
theorists, who know nothing of real children, and never ventured 
into a schoolroom. The teacher who assumes to instruct in theory 
and methods must have, and use, many opportunities for testing, 
illustrating, and observing in operation, all the principles which 
he would inculcate." 

He believed the model school had a double function for the 
pupil: first, as a model school; and second, as a school of prac- 



1 The Course of Study is discussed in a separate topic. 



108 HISTORICAL SKETCH 

tice. He maintained that "following his classroom instruction, 
the student needs to observe expert teaching designed to illustrate 
the principles and methods studied." He was convinced that from 
a careful study of a skillful teacher's method, and from a close an- 
alysis of his art, a student often obtains his first clear insight into 
much that is fundamental in teaching. 

Naturally then, Dr. Millspaugh gave the model school much 
attention; he raised the salaries of teachers somewhat in that de- 
partment and made every effort to secure the best talent possible. 
Within two years, upon the resignation of Simon H. Roberts, he 
called to the principalship of the elementary school, Guy E. Max- 
well, who was later to become president of the Normal School. 

It is not to be inferred, however, that Dr. Millspaugh spent all 
his time and energy on the elementary school. That would be far 
from the truth. Education to him meant not only learning some- 
thing well, but also securing a breadth of view. Further, he 
felt that institutions as well as individuals must broaden in their 
scope; that neither students nor institutions could remain static 
under dynamic conditions. In his report for 1902 he stated that 
"one of the most remarkable phases of our national growth for the 
past quarter century is the development of public interest in all 
lines of education." Dr. Millspaugh felt that intellectual and phys- 
ical education should go hand in hand, and in the same report we 
find a recommendation for an increase of appropriations for the 
library and for appropriate quarters for a gymnasium. His know- 
ledge of medicine made him realize deeply the need of the 
latter. He observed in one of his reports that "the school has 
long needed a good working gymnasium. In this climate, during 
much of the school year, sufficient out-of-door exercise for students 
cannot be had. When the furnaces now in the basement of the 
building are removed, on the installation of a new heating plant, 
there will be room enough for a fairly good gymnasium as well as 
a manual training room. The appropriation asked for is to pre- 
pare the rooms and supply equipment." 

The reference in the above quotation to manual training, 
suggests another phase in which Dr. Millspaugh felt that the school 
should attempt to do more. Manual training is treated in a sep- 
arate topic, as also are his efforts to secure a dormitory for women, 
hence these points are not taken up here. 



WINONA [STATE NORMAL SCHOOL 109 

Dr. Millspaugh's reasons for leaving the Winona Normal are 
best stated in his letter of resignation to the State Normal Board, 
which is here given: 

Winona, Minnesota, April 7, 1904. 

To The State Normal Board of Minnesota, 

Hon. C. A. Morey, President. 
Gentlemen: — 

Since I have been elected president of the California State Normal School 
at Los Angeles and it seems best to accept the position tendered me, I desire 
respectfully to present my resignation from the presidency of the Winona 
school, to take effect at the end of the present fiscal year. 

In thus seeking to sever the relations which, for the past five and a half 
years, I have sustained with your honorable body and the school, may I be 
permitted to say that I am impelled to this course solely by desire to secure 
for my family and for myself more favorable climatic conditions ? Each year 
of my residence here has served to attach me more strongly to the state, its 
people, and particularly to the beloved institution with which I have been 
most closely connected. No experience of my educational career has been 
so rich and valuable to myself as that which I have had under your generous 
supervision in association with esteemed fellow Presidents, in fellowship with 
the able and loyal body of men and women who have composed the faculty 
of the school, and in daily contact with the high-minded young men and 
women who have brightened its halls and classrooms with their joyous hopes 
and high aspirations. Wherever in the future my lot may be cast, and under 
whatever circumstances I may be placed, the half decade spent in Minnesota, 
under these favorable conditions, will furnish a happy retrospect. 

Thanking you for your kind forbearance, as well as for your generous 
support, and bespeaking for my successor the same helpful consideration at 
your hands, I beg to remain, 

Yours most sincerely, 

J. F. MILLSPAUGH. 

The following resolutions were unanimously adopted by the 
Normal Board: 

Whereas, Dr. Jesse F. Millspaugh, who, for the past six years, has 
been President of the State Normal School at Winona, has resigned to become 
President of the State Normal School at Los Angeles, California, and his 
resignation has been accepted; 

Be it resolved, That this Board hereby express its appreciation of the 
marked ability, sincere devotion to duty, and well directed effort that have 
characterized his administration. 

We recognize in him a skillful and tactful executive, an efficient ex- 
ponent of the Normal School spirit, under whose guidance the Winona Nor- 
mal School has kept abreast of the best educational thought of the times, 
and whose ripe scholarship, purity of motive, and high ideals have been an 
inspiration to the hundreds that have come within his personal influence. 

Resolved, That we hereby assure Dr. Millspaugh of our best wishes 
for health, happiness and the widest field of usefulness as a character maker. 



110 HISTORICAL SKETCH 

ELECTION OF GUY E. MAXWELL AS PRESIDENT 

At the same meeting of the Normal Board the subject of the 
election of a president came up for consideration. There were a 
dozen or more applicants from almost as many states. The Wi- 
nona Daily Republican for April 7, 1907, stated that "there are 
as yet no certain indications as to the election of any particular 
person. Prof. Guy E. Maxwell, superintendent of the training de- 
partment of the Winona Normal school, while not a candidate, has 
been under serious consideration for promotion to the presidency." 

The next day, June 8th, President Morey addressed the Nor- 
mal Board at some length. He spoke of the trips he had made and 
the investigation of applicants for the position of president. The 
list of applicants was read and something said concerning nearly 
every candidate by Mr. Morey or other members of the Board. 
Finally Mr. Morey stated that he had but one recommendation to 
make; that he did not desire to press the election of a president 
upon the Board at that time, but if there was to be an election, he 
wanted it to be that of Mr. Maxwell. Mr. Morey pointed out the 
fact that Mr. Maxwell stood high in educational circles where he 
was known, had done most excellent work in the Winona School; 
was esteemed by all the members of the faculty and by graduates 
who had gone out from under his instruction ; had a high character 
and excellent scholarly attainments, having been, just a short time 
before this, awarded an important fellowship by Columbia Univer- 
sity. Mr. Morey expressed to the Board as his judgment that Mr. 
Maxwell was a man in whose hands the interests of the State Nor- 
mal at Winona would be safe, and while he recommended him, 
he would not ask the Board members to vote for him, preferring 
that each member should assume his own responsibility in the 
matter. After discussing the situation at some length, the Board 
unanimously elected Mr. Maxwell as president, his duties to begin 
August 1, 1904. 

We are yet too close to President Maxwell's administration to 
pass judgment upon it. Furthermore, we may fairly assume that 
many of his policies are yet to be launched. On the other hand, in 
thus dismissing the present regime, we would not do it justice. In 
a quiet and effective manner much has already been done. 

The work in manual training has been extended, elementary 
agriculture, household arts, and physical education have been in- 




GUY E. MAXWELL 
President, 1904- 



WINONA STATE NORMAL SCHOOL 111 

troduced, and improved results secured in student teaching by the 
addition of the supervisor of training to the faculty and the plan 
for observation and teaching in the city schools. The building has 
been improved by the addition of a separate modern heating 
plant, and the replacement of the original mansard roof by a new 
roof which gives the building a unity of external appearance and 
provides a number of additional rooms. 

From President Maxwell's first report we take the following 
extract : 

Controlling Aims. — With as large a student body as the teaching 
corps and equipment of the school justified, the constant effort has been to 
secure thoroughgoing work on the part of students and the best attainable 
results in mental discipline, culture, power, and teaching skill, believing that 
we can best serve the elementary schools of the state by sending out as in- 
structors for these schools, persons whose educational ideals are high and 
firmly fixed. Such graduates are expected not only to improve the work of 
the schools by their direct influence upon their own pupils, but to spread the 
educational gospel abroad in the communities in which they teach and live. 

His idea of the function of a Normal School may be further 
seen from the following paragraph taken from another of his re- 
ports : 

The people of Minnesota, in founding and supporting this Normal 
School, laid upon it the duty of preparing teachers as best it can with its 
insight into the problems of education, and under the practical economic 
and social conditions surrounding it, so that these teachers way secure for 
boys and girls in the public schools the education which the State needs. 
In other words, the duty of this school is to prepare teachers to bring up 
boys and girls, so far as the influence of the public school extends, so that 
they will become the right kind of men and women. The real constituency 
of this Normal School, therefore, is the boys and girls of the state, forming 
one-fifth of its population, who are growing day by day into good, bad, or 
indifferent men and women, and the function of the Normal School should 
always be thought of in terms of the needs of these half million children. 
These boys and girls are our charge, even though our influence upon them 
must come indirectly through the teachers whom we send into the schools. 

In his report for 1905-06, President Maxwell earnestly urged 
an appropriation for a building to provide for a part of the ele- 
mentary school, a gymnasium, and library. On April 26, 1907, 
the Legislature appropriated $55,000 for this purpose 1 and on 



1 General Laws of Minnesota, 1907, Ch. 476, p. 770. 



112 HISTORICAL SKETCH 

November 10, 1908, the corner stone of this building was laid with 
a brief ceremony. On this occasion the entire school sang the fol- 
lowing song, which was written by Mrs. Chorpenning for the occa- 
sion: 

HAIL! WINONA 
(Air: Cornell Song) 
Lo, in Mississippi's waters 
Blue, the eternal sky; 
In our hearts, O Alma Mater, 
Clear thy spirit high! 

Chorus 

Lift the chorus, 
Send it ringing 

Far o'er hill and vale! 
Hail to thee, O Alma Mater! 

Hail, Winona, hail! 

Noble hills watch o'er the valley 

Where thy dwelling lies; 
Steadfast hearts, O Alma Mater, 

Guard thy destinies. 

Ever shall tomorrow better 

What today has won; 
Lead thy children, Alma Mater, 

On, forever on! 

Mr. J. R. Everett, a member of the Junior class, then delivered 
the oration of the day. He briefly summarized the educational 
history of Minnesota, pointing out especially the enormous growth 
of the schools in the state. A member of each class of the school, 
from the kindergarten to the seniors, then approached the site of 
the corner stone and dipping a trowel in a pail of mortar deposited 
his share upon the copper chest, at the same time giving appropriate 
sentiments, some of which were original. The records which were 
deposited under the corner stone are a list of the names of each 
member in the school, a copy of the last catalog, the October 
Bulletin, copies of the daily papers, and pictures of the school. 
Resident Director Buck then smoothed and prepared the mortar 
and declared the corner stone duly laid. 



WINONA STATE NORMAL SCHOOL 113 

Before bringing to a close this brief sketch of the present ad- 
ministration, reference must be made to two other matters, viz. : 
the new diploma law, and the dormitory for women. It has been 
President Maxwell's conviction, as it was President Millspatigh's, 
that the law making the elementary diploma renewable should be 
repealed. He worked out statistics to show that the students in 
all the schools were following the path of least resistance in choos- 
ing the elementary course in preference to the more thoro or 
advanced course. Very largely thru his aid, as chairman of a 
committee for this purpose, the five Presidents brought the matter 
before the Normal Board and on their recommendation the Legis- 
lature passed an act on April 23, 1909 1 which allows no renewal 
of the elementary diploma. That this act will produce a whole- 
some effect upon the school may be seen from the records of the 
present school year, which show that the percentage of students 
enrolled as candidates for the advanced diploma has increased from 
62% of the enrollment last year to 73% for this year. 



MOREY HALL 

The Normal Home, as it was called for many years, had its 
beginnings in the second house east of the high school building on 
Broadway in 1883 under the judicious management of Miss M. F. 
Inglis. Here it remained two years. Then it was moved across 
the street into the dwelling just west of the present Congregational 
parsonage. While the Home was yet on Broadway, an attempt 
was made to secure an appropriation for the purchase of grounds 
and the erection of a building. 

In 1884 resident director Thomas Simpson stated that "the 
boarding question, especially for ladies, is the question." The 
same year Dr. Shepard stated, as he had in 1882, that "the board- 
ing question still remains a perplexing and unsolved problem." 

In January, 1885, a legislative committee visited the Normal 
School at Winona. In his remarks before this committee, 
General Berry, then resident director, said in part: "I appeal to 
you in behalf of the young women as though they were your own 
daughters, and to your associates through you, not only from the 
standpoint that every parent feels, but from the standpoint that 



1 General Laws of Minnesota, 1909, pp. 554-555. 



114 HISTORICAL SKETCH 

their full usefulness as teachers of others is largely involved in the 
result. Money spent for a home for them, I believe, will prove to 
be in its results one of the best investments within the power of 
the Legislature to make." 

A bill which appropriated $30,000 for a dormitory passed both 
houses of the Legislature in 1885. The architect had drawn the 
final plans and all were jubilant over the prospects. However, 
when the appropriation bill was presented to Governor Hubbard, 
he disapproved this item with the following comment: "If the re- 
sources of the treasury would admit of it, I would be glad to ap- 
prove these items, but with the probable deficiency of $174,000, 
measured by the appropriation made, the necessity of restricting 
its obligations is manifest. The item of $16,000 with $3,500 (for 
furnishing same) for the completion of a partially constructed 
home at St. Cloud is approved as in the interests of economy 1 ." 
This action occurred even after Senator Wilson of this city, a mem- 
ber of the minority party, had carried thru the Legislature a bill 
increasing the tax levy in order to meet additional appropriations 
for the Normal Schools, together with $100,000 appropriation for 
the State Agricultural Society, the latter item being left in the 
appropriation bill. 

The veto of this bill compelled some other arrangements about 
the dormitory. It occupied the second dwelling on Broadway but 
one year, when the property was purchased for a Methodist par- 
sonage. Meantime arrangements had been made with Mr. George 
W. Pauley for the erection of the large brick building on Sanborn 
Street, just across from the Normal grounds, with the understand- 
ing that it would be rented for the Normal Home. From the sec- 
ond building on Broadway, then, the dormitory was moved into 
the brick building just mentioned. For seven years from this 
time Miss Inglis was matron. 

Thru the efforts of Miss Inglis, Mrs. Thomas Simpson, 
Mrs. M. G. Norton, and Mrs. T. J. Preece, money was borrowed in 
small amounts or donated outright from Winona citizens to furnish 
this building. The money which was borrowed was later paid 
back by Miss Inglis out of the proceeds of the dormitory itself. 
When Miss Inglis started this laudable enterprise of a dormitory 



1 Winona Republican, March 11, 1885. 



WINONA STATE NORMAL SCHOOL 115 

for women, she was told on every hand that she could not make 
it pay at the figures at which she proposed to give board 1 . How- 
ever, thru her able management a small cash fund was soon ac- 
cumulated to which she added $50.00 of her own, and from then 
on she was able to secure some discount for cash payments. 

Since the dormitory was in no way recognized by the Normal 
Board as a part of the institution, no reports were required by Dr. 
Shepard from Miss Inglis as to the financial conditions of the enter- 
prise, tho she voluntarily gave such statements from time 
to time. When in 1894 Miss Inglis resigned, she had accumulated 
$1,100 2 . Her first thought was to turn this money back as 
dividends, but after consideration of this plan with others it was 
thought to be impracticable and all who were acquainted with the 
circumstances felt that no one had so good a claim upon this fund 
as Miss Inglis herself. She, however, declined to receive any part 
of it, but asked that it be held in trust as a fund to be used in the 
furnishing of a home for the students as soon as the state made 
appropriations for the purchase of permanent property. When 
the lot west of the Normal grounds was purchased in 1903, this 
fund was used to furnish the buildings thereof. 

In 1886 President Shepard statedthat"thenecessityforaladies' 
home, like the one at St. Cloud, not only remains as great as here- 
tofore, but increases with our growing numbers. No disappoint- 
ment has been more keenly felt by the students, the faculty, and 
the friends of the school than that occasioned by the governor's 
veto of the act passed by the last Legislature granting an appro- 
priation to build a suitable home. To meet temporarily the de- 
mands in this direction, a number of citizens of Winona, with 
characteristic liberality, have by gifts of money and furniture 



1 In the catalog for 1892-93, just one year before Miss Inglis' resignation as matron, 
we find board announced at $2.00 per week, $2.25 with tea and coffee. 

2 In order to raise funds to purchase a piano, it was agreed to fine members two cents 
for each slang expression used. The first word selected was "awful." A new word was added 
each week. The fines from this source, supplemented by the proceeds from several entertain- 
ments, enabled them to purchase a $350 piano in a few years. 

3 The following is the list of those who have been matrons of the Women's] Dormitory 
from the beginning: Miss Inglis, Matron, 1883-1894; Miss Paddock, Matron, 1894-1895; 
Misses Smith, Matrons, 1895-1896; Mrs. S. E. Coleman, Matron, 1896-1906; Miss Elizabeth 
Smith, Matron and Preceptress, 1906-1909; Miss Jane Keeler, Acting Preceptress, 1909-1910; 
Mrs. Beede, Matron, 1909-1910. Mrs. S. E. Coleman's supervision extended thru the period 
of transfer from the rented brick building to the rented Langley property and the first three 
years of the occupancy of the two buildings after purchase by the state. She accumulated] a 
fund sufficient for the purchase of a new piano and left $500 to be employed as a sinking fund 
for the new dormitory expenses. Miss Elizabeth Smith, who came from the successful man- 
agement of the Wheeler Hall at Moorhead, served successfully for three years as the first pre- 
ceptress, being a member of the faculty as teacher of Latin. 



116 HISTORICAL SKETCH 

donated nearly $1 ,000 for furnishing a club house where the young 
ladies may obtain meals at reasonable rates. This club has been 
in successful operation during the past two years under the able 
management of the Matron, Miss M. F. Inglis. Under this plan 
we are indebted especially to Mrs. Thos. Simpson and Mrs. M. G. 
Norton. We are also under special obligations to Mrs. T. J. Preece, 
who contributed last spring the proceeds of an entertainment given 
by her elocution classes, amounting to over $125." 

Again in 1888, 1890, 1892 ,and 1894, he presented the subject 
to the Normal Board, and the agitation was setadily kept up by 
Presidents Millspaugh and Maxwell. In his report for 1904, Pres- 
ident Maxwell was able to make the following statement: 

It is a pleasure to be able to report that the Students' Home, of which 
we have so long been in need, has become a realization through the appro- 
priation of the last Legislature. A full block of land (300 x 300 ft.), located 
near the Normal School building, was purchased. Two residences stood 
upon the land and were included in the purchase. These residences were re- 
modeled and improved, so that now the two buildings accommodate nearly 
forty (40) young lady roomers, while a dining hall and other facilities make 
it possible to serve meals to seventy-five (75) students. Although appre- 
ciating the marked benefits coming to the school through the present equip- 
ment of the home, while the subject is under discussion, it ought to be said 
that the accommodations are far too limited and that the grounds and sur- 
roundings are in a very imperfect state. No walks at all are provided for 
two sides of the block, while the walks for the remaining sides are in bad 
condition. Besides new stone walks and curbing on all four sides of the 
grounds, the premises should be protected by a fence, and suitable grounds 
provided for games, etc., while the surface of the lot is uneven and should be 
graded and seeded to grass, and the trees thinned out in some parts and re- 
placed in others. The plumbing upon the premises is in bad repair and very 
incomplete. 

Mr. Morey, as resident director, had for many years sought 
legislative appropriation for the dormitory. The funds for the 
purchase of the site were secured thru his efforts and the rebuilding 
of the two residences was carried on under his direction. In recog- 
nition of his services to the school, both here and elsewhere, the 
faculty in 1904, after his death, recommended that the dormitory 
be thereafter known as Morey Hall. 

The expense necessary in putting and keeping these buildings 
in proper condition was found to be very great, and after present- 
ing the facts concerning this matter in his report for 1907-08, Pres- 
ident Maxwell concluded that "it would cost very much to put the 



WINONA STATE NORMAL SCHOOL 117 

building into good condition, and even then it would not accom- 
modate a sufficient number of students to pay for the expense of 
keeping it warm. It ought to be replaced by a modern dormitory 
accommodating at least one hundred young women." 

On April 22, 19091, the Legislature appropriated $75,000 
for this purpose. On April 25, 1910, the sod was broken for the 
new dormitory and it is intended to lay the corner stone during 
the semi-centennial celebration. 



1 General Laws of Minnesota, 1909, Ch. 375, p. 444; 



118 HISTORICAL SKETCH 

ENROLLMENT AND GRADUATES 1860 — 1910 

The following table shows the enrollment of the Normal School 
and the number of graduates from 1860 to the present time : 

(h £ 00Oi0NOOOO«0J(D^(0niO^05N®a0)HO^i0 _• 

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£ 2 W 

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WINONA STATE NORMAL SCHOOL 119 

In connection with this table it should be stated that during 
the years from 1871 — 1878, inclusive, the attendance was in- 
creased by members of the Soldiers Orphans Home. The dis- 
banding of the Home in 1878 led to a marked decrease in the en- 
rollment, as may be seen from the table. The attendance was fur- 
ther influenced in the same direction by the adoption of the policy 
already referred to of excluding academic students and those who 
gave little promise of becoming successful teachers. As may be 
seen, the decrease incident to this policy was temporary, while the 
advantage to the professional character of the school was marked 
and permanent. 

The small graduating class of 1878 is accounted for by the 
fact that previous to this year classes had been graduated semi- 
annually ; but in 1878, as has been noted in another connection, the 
plan for annual graduation was adopted and the course of study 
extended. The decrease in 1887 was due to the fact that the pre- 
paratory class was discontinued. 

It is interesting to observe that in his report for the year 
1887-88, President Shepard stated that the increased attendance 
had been a source of no little inconvenience and disadvantage. 
"It has been the purpose each year," says the report, "to restrict 
the enrollment to such a number as could be accommodated with- 
out crowding the assembly and recitation rooms. This restriction 
has been accomplished by a more rigid marking of entrance ex- 
amination papers." For the year following 1888, the figures do 
not tell the whole truth. They show a decrease in enrollment, but, 
as a matter of fact, there was an increase in attendance. In other 
words, there was a gain in the permanency of the student body. 
From the table, the enrollment for 1885 is larger than that for 1890. 
But the percentage of attendance in the former year was but 66 
per cent, while in the latter it had risen to 80 per cent. 

It will be seen from the table that the year 1892 was a banner 
year. The attendance that year was the greatest in the history of 
the school up to that date, and the graduating class, too, increased 
from 50 in 1891 to 80 in 1892. This increase in attendance was 
due in part to the new diploma law already referred to, which made 
normal school diplomas valid as teachers' certificates. The increase 
of the number of graduates also was not accidental, but was the 
natural result of the establishment of professional courses which 



120 HISTORICAL SKETCH 

proved profitable and attractive to high school graduates. One 
third of the new enrollment for 1892 was of this class of students. 
During the year 1894, of the 173 new students admitted, 85, or 
nearly one-half, were graduates of high schools, and a majority of 
the remainder were certificated teachers. 

The slight falling off in enrollment in 1896 was balanced by 
the average daily attendance remaining the same. The decrease 
in enrollment was confined wholly to the "C" class, which was 33 
less than the previous year. The remarkable falling off from 
1898 to 1900 is explained by the fact that the plan for continuous 
sessions, continued two years, was abandoned and by the further 
fact that a change in the course of study abolished the elementary 
course, thus shutting out many who had formerly been admitted 
to the Normal department. 

While for a dozen years the total enrollment has not varied 
materially, it is to be noted that the number of graduates has 
steadily increased, due to the fact that the number of high school 
graduates has increased until at present they make up over two- 
thirds of the school. 



A RECORD OF CHANGES IN THE CURRICULUM 
from 1860 to 1910 

The purpose of this sketch is to record the facts connected with 
the changes in the curriculum of the Winona State Normal School 
during the first fifty years of its history, without attempting to 
discuss, except incidentally, the causes, the importance, or the in- 
fluences of these changes. 

The development of the curriculum during this time naturally 
divides into three periods of approximately seventeen years each: 
the first period extends from 1860 to 1877, when there was one 
course of two years for all students; the second period, from 1877 
to 1895, when the former course was increased to three years and 
known as the elementary course, and an advanced course of four 
years was added, together with an advanced professional course 
of one year for high school graduates; the third period, from 1895 
to 1908, when there were six courses, an additional year having been 
added to the advanced courses, making them two years for high 
school graduates and five years for others. 



WINONA STATE NORMAL SCHOOL 121 

First Period, 1860 — 1877 

At the first meeting of the State Normal Board held in St. Paul 
on August 16, 1859, the secretary was directed "to correspond with 
the secretaries of other state normal schools and obtain at as early 
a day as possible the proceedings of said schools, their manner of 
teaching, rules and regulations, plan of building and furniture." 
Presumably with this information before them and after deter- 
mining a plan of districting the entire state for equitable apportion- 
ment of students entering the school, the Board at its second 
meeting, November 10, 1859, determined "that any candidate 
having signified in writing his or her intention to teach for a term 
of at least two years in the common schools of Minnesota and hav- 
ing presented satisfactory testimonials of good moral character and 
natural adaptation for the office of teacher, shall upon a satisfac- 
tory examination by the Principal and Prudential Committee of 
said school, be admitted to all the privileges of the State Normal 
School according to the rules of apportionment in the previous 
resolution, provided that said applicant be at least sixteen years 
of age and of sound physical health." 

With requirements for admission thus partially established, 
a committee of two was appointed, Dr. Ford and Mr. Taylor, at 
the third meeting, June 6, 1860, "to confer with the Principal and 
prepare a course of study," for submission to the Board for ap- 
proval. On November 1 the committee recommended the follow- 
ing additional entrance requirement: "They must sustain a sat- 
isfactory examination in reading, writing, spelling, geography, and 
arithmetic to the end of rules for interest, and so much of English 
grammar as to be able to analyze and parse any ordinary prose 
sentence," together with the following statement of the course of 
study : 

The school will be classified into three classes, viz: the Junior, the 
Middle, and the Senior classes. The course of study will be as follows: 

JUNIOR CLASS 

First Term. — Reading and spelling; word exercises; parts of speech; 
arithmetic, oral, intellectual, and written; descriptive geography; map 
drawing and penmanship. 

Second Term. — Reading and spelling ; simple analysis of sentences ; 
arithmetic, oral, intellectual, and written; political geography; map draw- 
ing and penmanship. 

Third Term. — Reading and spelling; phonetic analysis; arithmetic, 
intellectual and written; English grammar and composition. 



122 HISTORICAL SKETCH 

MIDDLE CLASS 

First Term. — Reading and etymological analysis ; mathematical and 
physical geography; meteorology; algebra; higher arithmetic and book- 
keeping. 

Second Term. — Natural philosophy and astronomy ; history of the 
United States; higher analysis of language; algebra continued; geometry 
commenced. 

Third Term. — Natural history and botany; rhetoric; rules of construe 
tion and criticism; geometry and science of education. 

SENIOR CLASS 

First Term. — History and constitutional law; algebra completed; 
English language and literature; geometry and trigonometry; teaching in 
the model school. 

Second Term. — Intellectual philosophy ; human and comparative 
physiology; practical chemistry; geology; school laws; practice in model 
school. 

Third Term. — Intellectual philosophy and logic; moral philosophy 
and natural theology; study of school systems and practice in the model 
school. 

It is to be noted that this course emphasizes mathematics, re- 
quiring at least ten terms thereof, that besides geography there are 
eight terms of science, that no language other than English is offered, 
and that in the last term there appears the formidable array of intel- 
lectual philosophy, logic, moral philosophy, and natural theology. 
Practice teaching, carried thruout the senior year, with a study 
of school laws and school systems, and the science of education, 
make up the pedagogical work of the course. 

On account of the closing of the school for the period from 
March, 1862, to November, 1864, no students completed the course 
as outlined, altho it is recorded that the treasurer of the Board 
was "directed to pay the bills of actual expenses of William Mark- 
ham of Shakopee, Hon. I. Donnelly, and C. C. Andrews, Esq., in 
attending the exercises of commencement week by invitation of 
the Board." 

When the school was reopened on November 1, 1864, the 
school year was divided into two terms instead of three as at the 
beginning, a plan retained until the beginning of the year 1880-1, 
when the three months' term plan was readopted and has been con- 
tinued to the present time. 



WINONA STATE NORMAL SCHOOL 123 

With the re-opening of the school, a course of study prepared 
by Principal Phelps, more extensive, as it proved, than was justi- 
fied by the pioneer conditions of the State, appears in his first re- 
port as follows: 

The studies indicated are arranged as far as possible according to their 
natural affinities, and not according to the order in which they will be prose- 
cuted by the student. 

ENGLISH LANGUAGE. — Elementary sounds of the language ; pro- 
nunciation; spelling; analysis and definition of words; reading and elocution; 
grammar, including the analysis, synthesis, and classification of sentences! 
composition; rhetoric and criticism; English literature; the best method of 
teaching the above. 

MATHEMATICS. — Number; its properties and laws; intellectual and 
written arithmetic; form, the facts of geometry; theoretical and practical 
geometry; elements of algebra; book-keeping; surveying and civil engineer- 
ing; best methods of teaching the above. 

PHYSICAL AND NATURAL SCIENCES. — Natural philosophy; phys- 
ical and political geography; chemistry; botany; natural history; human 
philosophy; geology; elements of agriculture; astronomy; methods of teach- 
ing the above. 

GRAPHICS. — Principles and practice of penmanship ; isometric and 
perspective drawing; object drawing; industrial drawing; topographical 
drawing; drawing applied to illustrative teaching; best methods of teaching 
drawing. 

POLITICAL ECONOMY. — Science of government ; constitution of the 
United States and of Minnesota; lectures on the resources of the United 
States and Minnesota; history of the United States. 

THEORY AND PRACTICE OF TEACHING. — Intellectual and moral 
philosophy; lectures on the principles of education; history of education; 
didactic exercises or sublectures; observation in model school; preparation of 
sketches; criticism; lessons in teaching; teaching in practice school; school 
laws of Minnesota. 

The content of this course shows the influence of the "Oswego 
movement" or Pestalozzianism in America, of which the writer of 
the course was an ardent advocate, and is in harmony with the 
statement, "His plan was to make it over completely in accord 
with the methods and the system at Oswego. Accordingly he 
filled the faculty with graduates from Oswego or with those who 
had been instructed or trained by them 1 ." The course bears 
extensive internal evidence of being one for the preparation of pro- 
fessional teachers. Being the best effort of one who was thoroly 



(1) Volume in honor of Dr. Sheldon. A. P. Hollas. (Heath and Co.) 



124 HISTORICAL SKETCH 

acquainted with the normal schools at Albany, Trenton, and Os- 
wego, it represents the standard normal school course of that day, 
so far as it could be adapted to the pioneer conditions of a new 
state. 

In noting the features of this early course the record contains 
one statement of special interest just now, because of its relation 
to a present day phase of educational discussion : "Another marked 
feature of the course is the attention given to agriculture and the 
sciences collateral to it. The pupils' of the Normal School are all 
sons and daughters of those who form the industrial classes of the 
state. They will soon return to their rural homes and mingle with 
their friends and communicate to them the valuable knowledge 
which they have acquired regarding these great fundamental pur- 
suits." 

But that this course was too advanced and that the authori- 
ties at this time had not rightly judged the intellectual condition 
of the schools or the ability of students who were to seek the bene- 
fits of normal school instruction, is shown in the following quota- 
tion from the record: "As a further indication of the deficient 
character of the instruction too prevalent at the present time, it 
may be stated that although one year and three months have 
elapsed since the reopening of the normal school, yet no class has 
yet been able to advance beyond what are known as the common 
or elementary branches." This course, therefore, never became 
effective thruout. While it was intended to require three years 
for completion, the entrance requirements remaining the same as 
in 1860, it is pointed out in several parts of the record that the lack 
of sufficient room, the pressing demand for teachers in the state, 
and the unprepared condition of the students, prevented the re- 
tention of classes for the completion of the entire course as outlined 
on paper, and that graduation was recommended on the completion 
of two years of the work. 

In 1870, therefore, a new course of two years "actually car- 
ried out," for pupils who had finished the common school, was pre- 
pared by Principal Phelps and his associates. The former course 
was simplified by the omission of a number of so-called higher sub- 
jects. Psychology was retained under the term philosophy of ed- 
ucation; penmanship and the science of accounts were added; and 
special provision was made for instruction in "the art of teaching 



WINONA STATE NORMAL SCHOOL 



125 



as such." But the course was specially planned to afford thoro 
mastery of elementary subjects in their relations to each other, and 
was designed to fit teachers for the lower grades only. "Its lim- 
itations have been the result of causes inherent in the condition of 
educational affairs incident to a comparatively new community," 
the record states, referring somewhat apologetically to the brevity 
and simplicity of the course. 

The course as revised and carried out is'as follows : 
First Term — First Year 
CLASS D 
Arithmetic Denominate numbers to percentage and its applications, 

(Begun) inclusive. 

Geography United States and Europe comprehensively studied. Map 

(Begun) drawing. 

Grammar Parts of speech and their properties. Analysis of sentences. 

(Begun) Parsing. 

Penmanship Analysis of small letters. 

(Begun) " capitals. 

Practice black board exercises. 

Morphology of leaves. Stems. Roots. Use of schedules. 



Botany 

(Begun) 
Physiology 

(Primary) 
Physical and 
Vocal Culture 
Professional 
Instruction 



Arithmetic 

(Continued) 
Geography 

(Continued) 
Grammar 

(Completed) 
Botany 

(Completed) 
Geometry 

Physical and 
Vocal Culture 
Algebra 

(Begun) 
Professional 
Instruction. 



Outlines, follow t otany, each occupying ten weeks. 

Free exercises. Musical notation. Reading through key 

of C. Chorus singing. 
Observation, criticism and practice of teaching lessons 
daily. 

Second Term — First Year 
CLASS C 
Ratio and proportion. Alligation. Roots. Progressions. 

Mensuration. Analysis. 
Asia comprehensively. 



Geometrical facts. Lines. Surfaces. Figures. Free draw- 
ing of geometrical forms. 
Free gymnastics. Reading and singing in all scales. 



Elementary principles. Algebraic fractions. 

Criticism lessons continued. Practice in teaching, 
sional observation in Model Schools. 



Occa- 



126 



HISTORICAL SKETCH 



Physical Geography 
Mathematical " 
English Language 
Algebra 

Natural Philosophy 

History and Science 
of Government 
Chemistry 



Physical and Vocal 
Culture 
Professional 
Instruction 



First Term — Second Year 
CLASS B 

Phenomena of the ocean and atmosphere. Use of 

globes. Solution of problems. 
Vocal exercises. Reading. Elocution. Composition. 
Equations. Surd quantities. Roots and powers. 

Quadratics. 
Properties of matter. Fundamental ideas. Statics. 

Laws of motion. Heat. Electricity. Magnetism. 
History of the [U. S. Constitution] of the United 

States. 
Chemical physics. Nomenclature. Atomic theory. 

Laws of combination. Particular study of the 

elements. Experimental practice in laboratory. 
Chorus practice. 

Observation, criticism, and practice, continued. 



Chemistry 

(Continued) 
Geology 



Geometry 
Philosophy of 
Education 



Second Term — Second Year 
CLASS A 

Particular study of elements and compounds. Experi- 
ments. Laboratory practice. 
Definitions and principles. Order of terrestrial strata. Pa- 
leontology. Field work. Collection and arrangement 
of specimens. 
Four books. 

Nervous mechanism. The senses. Sensation. Observa- 
tion. Memory. Imagination. Reasoning. Methods of 
instruction. 
Anatomy and 
Physiology 
Observation in 
Model School 

The principal's report of 1870 states: "This course was also 
reported substantially as it appears herewith to the convention of 
the American Normal Schools' Association at its session in Cleve- 
land in August last. The report was earnestly and ably discussed 
through nearly two days and was at length adopted with some 
modifications. These changes were, however, in the direction of 
its limitation rather than its extension." 

This course of 1870 soon came to be called the "elementary 
course" and an advanced course, "designed to prepare teachers for 
the upper grammar grades and high school grades," was strongly 
urged in the fall of 1872 and the request reiterated in 1873. The 



Criticism and practice of teaching. 



WINONA STATE NORMAL SCHOOL 127 

record in 1874 contains a report by the principals of a "uniform 
course of study for the three several normal schools" which is en- 
titled "Elementary course," is two years in length and not unlike 
the course of 1870, except that it is simplified to six subjects per 
semester and marks the increasing demands for more advanced 
work by adding four "advanced studies to be pursued when prac- 
ticable." This course was adopted in 1874 and was as follows: 

Elementary course of study and training in the State Normal Schools 
of Minnesota: 

FIRST YEAR 
First Term: Second Term: 

Arithmetic (begun) Arithmetic (completed) 

Geography (begun) Geography (completed) 

Grammar (begun) Grammar (completed) 

Reading, Penmanship Physical Geography 

Spelling Vocal Music 

Art of Teaching Methods of Teaching 

SECOND YEAR 
First Term: Second Term: 

Rhetoric, Composition Plane Geometry 

Algebra Physiology 

Natural Philosophy Mental Philosophy 

History of United States Practice in Model School 

Drawing 

Methods of Teaching 
Practice in Model School 
Advanced studies to be pursued when practicable: 
Book-keeping. 

Geology with special reference to Minnesota. 
Astronomy. 
Chemistry. 

Second Period, 1877 — 1895 

' The circular of information for 1875 announced that an ad- 
vanced course "will be entered upon as soon as there is a clear and 
healthy demand for it," while the annual report of that year con- 
tains a convincing paragraph on "Necessity of a Higher Course," 
beginning as follows: "There is a clear and urgent demand for an 
advanced course, supplemental to the present elementary training 
course. We want men and women of culture, and prepared to be- 
come educational leaders." Principal Morey in reporting the open- 
ing of the school in the fall of 1876 states: "the grade of the pupils 
entering the school this year is much higher than that of any class 
received previously. * * * * The advantage resulting in 



128 HISTORICAL SKETCH 

this increase in the attainments of candidates for admission is ob- 
vious. The requirements for admission can be correspondingly in- 
creased and the whole work of the school raised to a higher level." 
His report for the following year states: "As intimated in the last 
report, the time has come when the course of study should be ad- 
vanced, and the work of the school placed on a higher level. This 
has accordingly been done. The entrance examination has been 
made more rigorous, and several branches of professional study 
have been added to the course." 

In 1877 (December), therefore, as a result of several years' 
agitation, an elementary course of three years and an advanced 
course of four years were authorized, the latter including "the Latin 
language and the higher and professional branches. It is intended 
that its graduates shall be thoroughly prepared for work as prin- 
cipals of high schools and graded schools, or as county superin- 
tendents." 



WINONA STATE NORMAL SCHOOL 



129 



A tabular view of the course of 1877 as it appeared in the cat- 
alog for 1879-80 is as follows: 



3*1 8 

Odog 

o £ c 

n l, a P 






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3 S w 



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O O 43 _ 

¥ 9 Hi o 

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£ 2 






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(TI aon— 82 ' Sn V) 



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130 HISTORICAL SKETCH 

The effect of the advanced course upon the school was 
immediately "very marked." The course from 1864 to 1877 
remained practically unchanged, as has been noted, and required 
nominally two years for completion. Indeed, the report shows 
that in 1868 a "majority had completed their course in less 
than the prescribed time," and during the '70's it was not 
unusual for students after graduating from the normal school 
to finish their education in a high school. But in Novem- 
ber of 1877 it is noted that "several graduates of the best high 
schools in the state have entered upon the work for preparation 
for teaching," the catalog of that year announcing that "graduates 
of high schools and others who are fully prepared upon the academic 
studies take only the professional work and graduate in one year," 
thus earning the advanced diploma with those not high school 
graduates who pursued the four years' work. Ten years later the 
record states, "although recently established, the professional 
course has become the most important feature of this school." 

A revision in 1882 (May) was a "course essentially the same 
as that followed by the school during the past five years." The 
three normal schools now adopted a uniform standard for admission, 
using the same sets of questions in arithmetic, geography, and 
grammar, a plan apparently soon abandoned. In 1884 it was 
voted to admit holders of second grade certificates to the "C" or 
beginning class without examination, to accept high school board 
certificates, and to admit high school graduates on their diplomas. 

The next readjustment came in 1888 (May), but again it is 
noted that the course "has not called for any material change in 
the order or amount of work done by the school in the several 
branches." At this time we begin to find expression of the need for 
further increasing the time requirements of the course in order that 
students shall not be forced to do superficial work by the increasing 
number of subjects. President Shepard in 1890 urges: "There 
are certain changes which ought to be made, in order to relieve the 
course of its crowded condition. The elementary work in many 
subjects, which was regarded as sufficient some years ago, will no 
longer satisfy the high and steadily increasing demands upon our 



WINONA STATE NORMAL SCHOOL 131 

graduates. The effort to meet these demands leads to a loading of 
the courses, and to attempts to do more in a short time than can 
be done well. An extension of the time of the several courses is 
demanded by the present conditions." 

Third Period, 1895 — 1908 

The course of 1877, which was practically unchanged in the 
revisions of 1882 and 1883, continued to be the basis of the work 
of the school for seventeen years. Soon after the middle of the 
period the need was felt and expressed for higher requirements in 
the subject matter of the course with a relative extension in the 
time required. There resulted, therefore, in 1895 a second forward 
step as definite and important as that of 1877 had been. At this 
time the advanced course was extended from four years to five 
years, and an additional year was added to the professional year 
of work for high school graduates, thereafter requiring two years 
of work for the completion of requirements for the advanced diplo- 
ma. The elementary diploma, under this revision, was granted 
high school graduates for one year's work, and to persons who had 
not attended high schools, on the completion of three years' study. 
The added year of work brought in an additional or third term of 
advanced psychology and child study, and a term each of social 
science, literary interpretation, elementary science or nature study, 
and general method, with added work in reviews and methods in 
the common branches. The principle of elective studies may be 
first recognized here in the extension of the privilege of choice be- 
tween physiography and astronomy in the academic courses. A 
new policy was made possible by the added time requirement in 
the fact that each student was now limited to nine studies per year, 
or three studies during each term, so that greater emphasis came to 
be placed upon preparation in study by the pupil and upon the 
depth and breadth of the work required in each subject. 

The revision of 1895 was followed by slight changes in 1898 
(April), the half term of drawing for high school graduates being 
doubled and their term of music halved. To each the first year 
and fourth year of the long courses were added three additional 
subjects, increasing the yearly requirements to twelve units. The 
subjects added were a term each of music, drawing, physiology, 
algebra, astronomy or physiography, and history of education. 



132 HISTORICAL SKETCH 

In 1899 (June) a slight revision made both reading and music 
full term subjects for high school graduates, readjusted the order of 
subjects, and reduced the pressure of the two crowded years. The 
most important change at this time was the dropping of the ele- 
mentary course of three years for students who had not attended 
or completed the high school, in the belief on the part of those who 
urged the step that the high schools of the state were sufficiently 
strong and numerous to furnish this preliminary training, and that 
the normal schools should begin to limit their efforts to strictly 
professional work. Another important step was the raising of the 
standard for admission to the three courses for high school gradu- 
ates, by the provision requiring in 1902 and thereafter satisfactory 
high school records in each of the following subjects: civics, U. S. 
history, one biological science (botany or zoology), and one physi- 
ical science (physics or chemistry). 

In 1901 the elementary course, dropped in 1899, was rein- 
stated, in response to urgent demands by county superintendents 
and others, but as a course leading to a certificate of the first grade 
valid thru out the state, rather than to a diploma as formerly. 
However, as a result of continued demands on the part of school 
authorities for more teachers and the decrease in the number of 
students entering this course, it was restored to its former position 
as a diploma course in the normal schools by the Board's action 
of 1903 (March), somewhat strengthened and enriched. To the 
advanced courses there were added at this time a term of manual 
training, a subject that had been added to the Winona model or 
training department in the fall of 1900, and a term of theme writ- 
ing, while primary methods was added as an elective in the place 
of advanced grammar for high school graduates and in the place of 
chemistry for persons in the three year elementary course. In the 
one year course for high school graduates the two subjects of draw- 
ing and music, which with reading had ranked as half subjects since 
1895, were increased to full term subjects, reading remaining un- 
changed. 

A revision of the course in 1907 was in the direction of a re- 
duction of the amount of purely professional subjects and the in- 
crease of academic work in the subjects taught in common schools. 
In the advanced course for high school graduates one of the three 
terms of psychology was discontinued ; the philosophy of education 



WINONA STATE NORMAL SCHOOL ■ 133 

and ethics, which had been in the course in some form since the 
beginning, was superseded by or merged into a second term of the 
history of education; theme writing and literary interpretation, of 
which there was formerly a term each, became one term of litera- 
ture and themes; a term of advanced geography and a term of 
history-civics were added. Similar changes were made in the 
academic-professional subjects. Reading in the elementary course 
for high school graduates was increased to a full term. To en- 
courage high school graduates to earn the advanced diploma the 
four high school subjects especially required of all high school grad- 
uates after 1902, i. e. U. S. history, civics, botany or zoology, chem- 
istry or physics, were withdrawn from the entrance requirements 
for admission to the advanced courses, but are retained to the pres- 
ent time in the case of high school graduates who are candidates 
for the elementary diploma. 

Up to 1878 there was but one course in the normal school, as 
has been pointed out. It required not over two years beyond the 
second grade certificate for its completion. In 1877 an advanced 
course in addition to an elementary course was adopted, with a 
professional course of one year for high school graduates. While 
one student was graduated from the kindergarten course in 1882, 
three in 1883, and six in 1884, the Normal School Board did not 
formally recognize this fourth course, or authorize a state diploma 
therefor, until 1885. The Board in 1891 directed the Superintend- 
ent of Public Instruction and the presidents of the four normal 
schools to formulate and report an advanced English course. This 
would have made a fifth, but there is no record that the committee 
submitted such a report and the catalogs do not announce the course 
until after the revision of 1895. 

After 1895, however, and until 1908, six distinct courses were 
offered in the Minnesota normal schools as follows : 

For high school graduates: 

An Advanced Course of two years (Advanced diploma). 

A Kindergarten Course of two years (after 1898) (Advanced di- 
ploma) . 

An Elementary Course of one year (Elementary diploma) 
For persons admitted on examination: 

An English Academic-Professional Course for five years (Advanced 
diploma) 

A Latin Academic-Professional Course for five years (Advanced 
diploma) . 

An Elementary Course of three years (Elementary diploma) 



134 HISTORICAL SKETCH 

The conviction had been frequently expressed that these six 
courses should be merged into one complete or standard course, 
that flexibility should be secured by a plan for electives, that pro- 
grams of work leading to an elementary diploma should be retained, 
but known as partial courses only, and that the required work 
should be extended and strengthened. Accordingly in 1908 (Sep- 
tember) a revised course of study previously arranged and unani- 
mously agreed upon by the five presidents, embodying each of 
these four considerations, was adopted by the Normal School 
Board, thus marking the last revision for the first fifty years in 
the history of the school. 

It is unnecessary to reproduce here the 1908 curriculum, now 
current. So far as the required subjects are concerned or the 
amount of required work for any student, the present curriculum 
does not differ materially from that of 1895. Several subjects, such 
as physical education, English expression, library administration, 
and public speaking, previously required as extra subjects without 
credit, are now made credit subjects. It provides 90^ terms of as- 
signed work within which each student's course is prescribed. In 
place of certain of these subjects, however, the student may choose 
other subjects from a list of 26 J electives "offered as the facilities 
of the school permit." While much of the' greater portion of each 
student's work is prescribed, he still has considerable liberty of 
choice, and thus the privilege of specializing much more fully than 
has been possible heretofore. The course requires the completion 
of 60 term units, a unit requiring five hours per week for twelve 
weeks, twelve units being the permissible maximum for one year. 
High school graduates receive 36 units of advanced credit and 
graduate in two years. 

Closely connected with this last revision was the change in the 
diploma law. The act of 1891, giving normal school diplomas 
the validity of state certificates of the first grade for a period of 
two years, and providing for the extension of the life thereof by en- 
dorsement for five years in the case of elementary diplomas and 
for life in the case of advanced diplomas, was interpreted by the 
attorney-general to imply and, therefore, authorize the reindorse- 
ment of the elementary diploma at periods of each five years. 
This equalized the values of the two diplomas, so far as their legal 
character as licenses was concerned, and led to a steady decrease 



WINONA STATE NORMAL SCHOOL 135 

in the relative numbers of students entering the advanced course 
year by year, until in 1905-6 but 25% of the graduates of the five 
schools earned the advanced diploma, and the number of students 
in this school pursuing courses leading to the advanced diploma 
had decreased until it was but 38% of the enrollment. 

Efforts had been made for several years, beginning in 1901 with 
President Millspaugh, to provide means by which the difference in 
the legal values of the two diplomas should correspond more closely 
to the difference in the values of the work required on the part of 
students in earning the diplomas. As a result the Legislature in 

1909 amended the diploma law so that the completion of certain 
prescribed portions of the course of study now leads to an elemen- 
tary diploma which is good as a certificate for three years only, and 
cannot be extended by endorsement without one year of additional 
work in the normal school and ultimately the completion of the 
full course. A general appreciation of the value of the advanced 
diploma had increased the percentage of enrollment in advanced 
courses after 1906 to 62% in 1909. With the added effect of the 
new law the number of candidates for the advanced diploma in 

1910 is 73% of the school. 

One further proposed advance in the curriculum offered in the 
Minnesota state normal schools should be noted here before closing 
the record of changes for the first half century. In his November, 
1909, quarterly report to the Board, President Cooper of Mankato 
said: 

It seems to me that the time has come for an advance in the work of 
the Normal Schools of the State in the way of furnishing special courses to 
train special teachers in the subjects that are being introduced into our 
schools. I refer to manual training, music, drawing, home economics, ag- 
riculture, and the like. Three of the schools have taken one step in this di- 
rection, the kindergarten training course, but for more than eleven years we 
have stood still in this matter, while the schools have been making contin- 
ually louder calls on us for teachers who can do the new things that are find- 
ing place in the schools. 

It is not my thought that each school can train special teachers in all 
of these subjects, but with a comparatively small addition to our support 
funds each of the schools can train in two or three of them, dividing the field, 
as is done in some other states. 

An informal discussion by the Board was followed by the 
adoption of the following resolution offered by Mr. Schulz : 

That the presidents are requested to investigate the question of es- 
tablishing new courses in the Normal Schools for the training of special 



136 HISTORICAL SKETCH 

teachers in the new lines of work that are being generally undertaken in the 
public schools, and make report to the Board at its next annual meeting. 

The Normal School Board's action, which will follow the printing 
of this record, cannot be reported here. But the first action of the 
Board of Presidents, in February, is recorded in the following mo- 
tion: 

After general discussion, concerning the proposition to establish 
special courses of study in the Normal Schools, the following motion was 
adopted : That it is the sense of this Board that it may be practicable and 
advisable to establish special courses of study in household arts, drawing, 
music, and manual training, etc., in the Normal Schools, but that additional 
information concerning the operation of such courses of study in other State 
Normal Schools should be secured. 

The general discussion concerning the proposition to establish special 
courses of study in the Normal Schools led to the suggestion that it would be 
well to recommend an extension of the course of study so that the Normal 
Schools might offer college work. 

The curriculum has now been rapidly traced thru the half 
century. What it is, has been set forth, with a hint of what it may 
soon become. What it was at the beginning is excellently ex- 
pressed in a paragraph written by Wm. F. Phelps in 1905: 

"The course of study in the early days of the Winona Normal 
School was simple and unpretentious. There were no high schools 
in the state then. The University existed only in name. The 
walls of its first building were standing windowless and doorless 
and at that time the structure looked like the abode of bats, 
owls, and the animal waifs of the streets. The common school 
system of the state was practically unorganized. The country 
schools were, many of them, kept in sod houses. There were 
scarcely half a dozen county superintendents in the state. Presi- 
dent A. B. Stickney, now of the Chicago Great Western Railway, 
was at that time superintendent of the schools of Washington 
county. A convention of these officers was called at Winona in 
the spring of 1865, and there were present only the half of a "baker's 
dozen." What need was there for an elaborate course of study? 
The Normal School had to adapt itself to conditions. It had to 
go down to the bottom — to bed rock. It met the teachers on the 
basis of but little more than the three R's: that was a necessity. 
It worked upward and higher consistently and persistently for bet- 
ter things. But a school or an institution that does not do and teach 
a thousand things that cannot be written in a course of study, has 



WINONA STATE NORMAL SCHOOL 137 

not a valid excuse for existing. So it seems there was no need of 
worry about a curriculum or its connection or co-ordination with 
high schools and university, first because there were none, and 
second because its business was to prepare — to create the founda- 
tions of a power that was to make high schools and universities 
practicable and possible, to train a body of thorough, skillful and 
conscientious teachers worthy of their high vocation of instructing 
the people 1 ." 

The original "simple and unpretentious" course of two years 
has been more than doubled in length and scope during the half 
century. Students entering the normal school from high schools 
pursue three times as much work as their fellows of fifty years ago. 
The steps in this forward movement have been steady and definite. 
While avoiding alluring by-paths, those who have developed the 
curriculum have appreciated the enlarging conception of the place 
of common schools in the life and progress of a democracy, and 
have steadily demanded higher standards of technical knowledge, 
expertness in execution, general culture, and that fine expression 
of character called personality. They have made these demands 
because they were moved by the deep conviction that in this de- 
mocracy the high quality of the citizenship is our only hope of sal- 
vation, that the most vital constructive force therein is the public 
elementary school, and that in turn the most vital element in the 
school is the teacher. 

With the close of the period we see signs of the early introduc- 
tion of courses designed to prepare teachers who desire to special- 
ize more fully than has been heretofore or is now possible. More- 
over, the Minnesota normal schools seem about to give serious and 
sympathetic consideration to plans for enlarging the scope of their 
professional training for teachers so that these schools shall be- 
come normal colleges or preferably teachers' colleges, a movement 
which seems now to be the clearest prophecy of what the curriculum 
shall become during the next fifty years. 



1 The Bulletin, Nov., 1905. 



138 HISTORICAL SKETCH 



THE LIBRARY 



The beginnings of the library seem to have been coincident 
with the beginnings of the school itself, for we find in the report of 
the committee on organization of the Normal School, in 1860, that 
the "library text and reference books already number fifteen hun- 
dred volumes," moreover, a library room had been provided in the 
building erected by the city for the purpose of accommodating the 
school. In the same report we also find that "donations of books 
of a suitable character in any department of literature will be 
thankfully received and appropriately acknowledged." As no ap- 
propriations were made for the specific use of the library until 1877, 
we would judge that up to that time all additions other than the 
texts used for class work were received by donation. But in the 
year 1877, the sum of $500 was appropriated by the Legislature 
"for library, laboratory, and museum." By means of the library's 
share of this appropriation, it was possible the next fall to open a 
reading room for the use of the students. In the planning of the 
new building which was erected in 1869 a large room on the second 
floor was devoted to library purposes. This room opened from the 
office and also from the corridor and comprised what is now the 
east part of the main office and the west part of the Frances Elmer 
room. This continued to be the library and reading room until 
1895 when, its 3,000 volumes necessitating larger quarters, a room 
across the hall was appropriated. 

For over twenty years the library was in charge of the teachers ; 
then, in 1883, Miss Anna Fockens (class of '83. now Mrs. Chauncey 
Waterman) was appointed librarian and assistant in the English 
department. She was followed in 1885 by Mrs. I. M. Mead (class 
of '84) who also assisted in the English work. In the following 
year, 1886, Miss Fannie Elmer was elected teacher of Latin 
and librarian of text-book and general libraries. As early 
as 1878 a separation of the text -books and general library books 
had been made with a nucleus of about five hundred volumes for 
the general library. By 1887 this number had increased to 1,000; 
in 1898, the end of Miss Elmer's administration, there were 4,000 
books in the general library. During her incumbency, with the 
assistance of the teachers and with some student help, the books 
were classified by the Dewey system and an extensive card catalog 
made. 



WINONA STATE NORMAL SCHOOL 139 

By 1898 the library had grown to such proportions that it was 
deemed necessary to have a librarian who should give her entire 
time to this department of the school, and Miss Ida Aikins (now 
Mrs. Rhys Fairbairn) from the Library School at Armour Institute 
was engaged. Miss Aikins held the position for two years, and 
during this time the technical work was extended and revised to 
suit the newer and most approved methods. 

In 1895, when the east wing was extended southward, giving 
much additional room, the large double room across the corridor 
from the original library room was given over to library uses ; but 
by 1898 these quarters were found too limited for the increasing 
volume of books and the increasing uses of the library, and the next 
room south was annexed by removing the partition. Later the 
shelf room was increased by a balcony built on the south side 
and by cases lining the adjacent corridor. 

In the winter of 1900 Miss Mary Grant entered the library for 
a course in library work under Miss Aikins, in the fall of that year 
was made assistant librarian, and now for ten years has been in full 
charge. 

During these last ten years, the library has more than doubled; 
its quarters in the main building have been outgrown, and in the 
summer of 1909 it was moved to the new building where it occu- 
pies the entire second floor. During the '90's, when the library 
was increasing rapidly in size and in its value in relation to the 
school work, at the time when the classifying and cataloging were 
being carried on, appropriate library furniture and many library 
fittings were purchased ; but by the time the new library was opened 
these had been outgrown or worn out, and the main library and 
reading room was fitted thruout with the newest furnishings and 
the best obtainable with the funds at command. The floors are 
covered with corticine and steel shelving lines the walls on three 
sides and on half of the fourth. All windows are above the shelving, 
and thus has been effected a system of daylight lighting which is 
satisfactory beyond even the best expectations of those who planned 
it. Eight large tables seating eight each, the chairs to accompany 
these, the librarian's desk, and a special book stand for reserved 
books, are all in oak of the best library make and finished to match 
the woodwork of the room. 



140 



HISTORICAL SKETCH 



The library now contains 9,475 books, besides a Federal library 
of over 4,000 public documents. In 1884, thru the courtesy of Con- 
gressman Mark H. Dunnell, this library was made a depository for 
Federal documents for the First Congressional District 1 . This, 
tho involving a problem of proper housing and care beyond satis- 
factory solution, has been of great value as a source library in 
many fields. 

The library aims to maintain a generous subscription list, pro- 
viding periodicals both for study and for recreative reading. Our 
present list is as follows: 



American Historical Review 
American Journal of Psychology- 
American Journal of Sociology- 
American Physical Education Review- 
American Political Science Review 
American Primary Teacher 
Atlantic Monthly 
Biological Bulletin 
Bookman 

Bulletin of Bibliography 
Century 
Craftsman 
Education 
Educational Review 
Elementary School Teacher 
Etude 
Forum 

Geographical Teacher 
Harper's Monthly 
Harper's Weekly 
Independent 
International Studio 
Journal of Education 
Journal of Educational Psychology 
Journal of Geography 
Keramic Studio 
Kindergarten Magazine 
Kindergarten Review 
Library Work 
Literary Digest 
McClure's Magazine 



Manual Training Magazine 

Minneapolis Journal 

Musician 

Nation 

National Geographic Magazine 

North American Review 

Outlook 

Pedagogical Seminary 

Pioneer Press 

Popular Mechanics 

Popular Science Monthly 

Public Libraries 

Publishers' Weekly 

Readers' Guide to Periodical Lit- 

Review of Reviews (erature 

St. Nicholas 

School Arts 

School Journal 

School Music 

School Review 

Scientific American 

Scientific American Supplement 

Scribner's Magazine 

Survey 

Teachers' College Record 

Technical World 

Wood Craft 

Work with Boys 

World's Chronicle 

World's Work 

Youth's Companion 



1. Acknowledgements are due Senator Rice, Hon. Thomas Simpson, Hon. C. A. Morey 
and Congressman J. A. Tawney for much that is valuable in completing the early records of 
this library. 



WINONA STATE NORMAL SCHOOL 141 

The following are in the library thru the courtesy of the 
publishers : 

A. L. A. Book List (State Library Commission) 
Advocate of Peace Saint Paul's Guide 

Iowa Normal Monthly School Education 

Lake City Sentinel Skandinaven 

Progress Wabasha Herald 

The library enjoys the privilege of membership in the National 
Educational Association, American Historical Association, National 
Geographic Society, Mississippi Valley Historical Association, Min- 
nesota Academy of Social Sciences, and also, thru the Librarian, in 
the American Library Association and the Minnesota Library As- 
sociation, thus gaining the advantage of the proceedings and other 
publications of these societies. 

From the very foundation of the library the books have cir- 
culated with some restrictions. The students have free access to 
the shelves and they themselves charge the books, and it is a note- 
worthy fact that, even with this free policy, the loss of books is ex- 
ceedingly small. While the circulation is not extended generally 
beyond the student body and teachers, any material not 
obtainable elsewhere is gladly placed at the disposal of outsiders 
under certain conditions. 

In 1900 former President Shepard donated to the school 300 
volumes as the nucleus of a children's library. This library was 
named the Shepard Library in honor of the donor, and is kept apart 
from the general library in the main building where it is readily 
accessible to the children of the elementary department. The 
Shepard Library has received additions from President Millspaugh 
and from President Maxwell until it now numbers 1228 volumes. 
It has its own catalog, which the children are taught to use, and 
they also have free access to the shelves under the care of student 
assistants. 

In the course of its fifty years' existence the library has re- 
ceived many valuable additions in gifts, the most notable of these 
being: a donation of 152 volumes from the private library of ex- 
President Phelps in 1885; the donations before referred to from 
Presidents Shepard, Millspaugh, and Maxwell; and in the spring of 
1909 a gift of 106 volumes from the library of the late Earle S. 



142 HISTORICAL SKETCH 

Youmans, given by the heirs, Mrs. Florence Y. Boothe and Mr. 
C. M. Youmans; of a different character, but equally valuable, is 
the bound file of the Winona Daily Republican from 1862 to date, 
a donation by the publishers. 

Since 1898 instruction in the use of the library and in ele- 
mentary library methods has been included in the work of the 
school. Up to 1909 this was given in the form of lectures to the 
seniors; but in that year it was entered in the curriculum as an 
elective course, open to all students. This last fact, together with 
the incidents of the library's steady, vigorous growth, as related 
above, may indicate how significant and vital a part of the school 
the library has been and is. 



THE MUSEUM 

The early history of the museum, prior to 1882, is gathered 
from the published statements of Wm. F. Phelps and Dr. Irwin 
Shepard. In that year the present curator was appointed and, 
therefore, its current history dates from then. 

As early as 1865 Principal Phelps and his associates, on "ex- 
cursions to quarries and railway cuts and other excavations, and 
along the bluffs of the Mississippi River" collected the first fossils 
and minerals which were destined to become the beginnings of the 
Winona Normal School Museum of natural history. Mr. Phelps 
says: "These trips extended as the Winona and St. Peter railroad 
was built, all the way from this city to the end of the track on the 
Missouri River. Excursions were also made to Duluth. With 
hammer and sack, little by little the specimens were gathered in, 
and finally began to be displayed on a small table in the school room 
in the upper story under the roof of the old building on the corner 
of Lafayette and Fourth streets. Gradually a second table was 
added and a case was mounted upon it. That humble beginning 
is still represented in the spacious hall now occupied by the great 
collection in the present building." 

According to Dr. Shepard, prior to 1871, citizens of Winona 
had placed in the normal school building, for the use of the students, 
private collections of minerals and specimens. Notable among 
these contributors was Principal Phelps himself and Hon. Thomas 
Simpson, later a resident director, who contributed his large private 
cabinet of minerals. Many minerals and fossils were brought back 



WINONA STATE NORMAL SCHOOL 143 

from an expedition to Fort Berthold, Montana, in 1873. Mr. Phelps 
obtained the Indian bull hide boat conspicuous in the collection. At 
Duluth, on the return trip, he purchased the cluster of large 
amethyst crystals, probably the largest quartz crystals in the world. 

At about that time Mr. Phelps also secured the series of physio- 
graphical and paleontological paintings of Ernest Sandoz, a nephew 
of Professor Arnold Guyot, which till recently decorated the high 
wall spaces of the old museum. 

Next, in the words of Dr. Irwin Shepard, "In 1875 the citizens 
of Winona, at the advice and solicitation of Professor Wm. F. 
Phelps, contributed about $3,500.00 for the purchase of the Wood- 
man collection" of minerals, fossils, casts, corals, sponges, and 
shells. This collection also included the partial remains of a 
Mastodon skeleton, which formerly was displayed in the large 
glass case in the center of the museum. This extensive series of 
specimens, many of them very beautiful, were kept in the boxes 
in which they were shipped from Dubuque, Iowa, till 1878, then 
Mr. Morey, then Principal of the school, with the help of Mr. Wood- 
man, unpacked and displayed them in the glass wall cases mean- 
while provided by the school 1 . 

In order to understand the relation of this splendid museum 
to the Winona Normal School, it is necessary to go back some years- 
From a paper by Dr. Shepard we learn that, after a preliminary 
meeting, on May 24, 1871, a number of Winona citizens, led by 
Principal Phelps, on June 12 of that year, adopted articles of as- 
sociation for the Winona Society of Arts, Sciences, and Letters. 
The charter members were, besides Mr. Phelps, Thomas Simpson, 
Abner Lewis, Mary V. Lee, C. C. Curtiss, O. B. Gould, Sarah L. 
Wheeler, and C. H. Berry. The purpose of this society, as set forth 
in the articles, was "the fitting of rooms in the First State Normal 
School building for a museum of natural history and physical 
science, and for a department of drawing and the arts of design; 
the collection, classification, and arrangement of specimens in 
natural history and archaeology, and of models in physics and the 
fine arts; the collection of facts and objects pertaining to local or 
general history; the establishment and support, on the grounds of 
the normal school, of a botanical garden; the arrangement and or- 
namentation of the grounds ; the gathering of a library of standard 



1 See report of Public Instruction, 1876-7, p. 199, and 1877-8, p. 175. 



144 HISTORICAL SKETCH 

works in all departments of science, literature, and art; and the 
collection and preservation of all collections, and by lectures and 
other appropriate means the elevation of the public taste." 

Unfortunately no record can be found giving the names of the 
donors, or at least of the principal donors, of the large sum that 
secured for the school the Woodman collection. But the inference 
seems justified that some of them were members of the Society of 
Arts, Sciences, and Letters. It is, however, a matter of record that 
the Society assumed authoritative ownership of both the Woodman 
collection and of all the materials previously collected or otherwise 
contributed, or simply deposited, as was the case with some ma- 
terials. For, in the 19th annual report of the Superintendent of 
Public Instruction of Minnesota, for the year ending August 31, 
1878 1 , we find recorded the following contract between the So- 
ciety and the State Normal Board: 

1. The society agrees that its collections, apparatus, pictures, etc., 
shall remain in the rooms now occupied by them so long as the building shall 
be used for the purpose of a state normal school. 

2. That said collections, etc., shall be forever free to the use of the 
normal school in said building, its teachers and pupils, and that said collec- 
tions shall not be removed, either in whole or in part, for any purpose what- 
ever. ^ 

3. That, to prevent interference with the operations of the school, the 
times of opening said rooms to the public shall be as the principal and resident 
director of the school shall from time to time direct, and not otherwise. 

4. That the society shall bear all expense of classifying, arranging, and 
putting in position all specimens and objects, and of preserving the order and 
condition of the same. Provided, That the state normal board agrees: 
1. To furnish to the society, rent free, the room now occupied by its collec- 
tions ; to heat, light, and keep the same in repair as long as the building shall 
be used for the purposes of a normal school. 2. To give to the society the 
use of such cases, platforms, and fixtures as are already placed in said rooms, 
and to build others as the acquisitions of the society may demand. 3. To 
furnish janitor's services for said rooms, as their use may demand. 

It appears, from the practice at the annual meetings called in 
the '80's, that the President of the Normal School was ex-officio 
president of the society, for President Shepard regularly called and 
presided at the annual meetings, to listen to the reports of progress 
made in arranging and adding to the museum materials by exchange 
and by collection. The men who then met in the president's office 
were Judge O. B. Gould, Mr. Thomas Simpson, Mr. C. A. Morey, 

1 Page 175. 



WINONA STATE NORMAL SCHOOL 145 

and Judge C. H. Berry. All these men, as well as the other char- 
ter members of the society, except Dr. Shepard and C. C. Curtiss, 
are no longer living; and it is partly on this account, partly by 
reason of the changes in the administration of the normal school, 
that the meetings of the society have, in late years, been discon- 
tinued, and that it has practically fallen into oblivion. 

In 1882 the normal school authorities engaged as teacher of 
botany and zoology Mr. John M. Holzinger, who was also instructed 
to act as custodian or curator of the collections of the museum. 
Before taking up his work he was commissioned to study museum 
methods by visiting the principal museums in the east, including 
the Smithsonian Institution and National Museum in Washington, 
D. C, the museums in New York, Yale, Harvard, Albany, Roches- 
ter, New York, and Chicago. By him all the collections were re- 
arranged and brought under a uniform system. Efforts were made 
also to bring under the system the undetermined fossils and min- 
erals. 

In the field work connected with school instruction a per- 
sistent effort has been made to study the mollusca, birds, and 
flowering plants of the territory surrounding Winona; and in these 
lines annual additions have been made to the collections. All the 
mollusca of the local fauna, numbering 104 species, were thus se- 
cured. The nucleus to the collection of local birds was the Mary 
Couse collection 1 . By annual collection, exchange, and occa- 
sional purchases, the museum has gradually acquired a series of 
upward of 220 species of birds. These have been used in instruc- 
tion more than any other series of animals in the museum. There 
may also be mentioned the large collection of birds' eggs deposited 
by Mr. C. Horton Porter. The most extensive contribution to the 
museum in recent years is the large private collection of lower 
Silurian fossils by Attorney William A. Finkelnburg. Another ad- 
dition is the World's Fair Columbian Exposition herbarium of 3,000 
mounted plants in 1893 2 . Other important, as well as all minor 
additions to the museum, together with the progress in classifica- 
tion, are reported in the annual catalogs of the school from 1878 
to 1906. 

1 Miss Couse, before becoming a teacher at the Winona Normal School, was associated 
with David Starr Jordan, then at Bloomingham, Indiana, and received from him her inspira- 
tion in the study of birds. She became subsequently the wife of the late Judge O. B. Gould. 
A son, Ozro B., at present represents the U. S. as Assistant Consul at Seoul, Korea. 

2 This herbarium was prepared by the curator while an assistant botanist at Wash- 
ington, D. C. It was intended as a model herbarium copied after the government herbarium 
in the U. S. Department of Agriculture. After it had performed its function at the Chicago 
Exposition, the curator, who had meanwhile returned to his position at the Winona State 
Normal School, solicited its transfer to Winona, and Secretary of Agriculture J. Sterling Mor- 
ton sanctioned this transfer. See the Annual Catalog for 1894. 



146 HISTORICAL SKETCH 

Several of these catalog numbers have also classified synopses 
of the entire contents of the museum, for the more easy reference of 
both students and visitors, but especially for the use in the grade 
teaching in the school. For the main purpose of this museum, 
from Principal Phelps thru the several administrations, has been 
educative. That is, the children were to benefit from the use of 
the materials and objects in practical illustrated object lessons or 
nature study lessons. 

Since 1907 the head of the department of geography has had 
official charge of the collections of minerals and fossils of the mu- 
seum. During the adhiinistration of President Millspaugh, the 
question of the development of an industrial museum to be used in 
normal school instruction received considerable attention. The 
curator was requested to study plans for this departure. To this 
end he visited the Field Columbian Museum in 1903, studying the 
Industrial Collection for a month. It was planned to line the 
lower corridor of the east wing with dust proof glass cases for the 
display of the more valuable commercial and industrial products. 
One case was built, and was temporarily filled with birds. But 
lack of funds have so far made it impossible to develop this plan 
further. It has, however, been deemed desirable, temporarily at 
least, to rearrange the fossils and minerals and to get wall space 
for the display of commercial and other products used in the de- 
partment of geography ; and the head of this department has thus 
found opportunity to considerably expand the nucleus of the 
industrial part of the museum during the past two years. 

The original floor space devoted to the museum, up to 1906, 
was the east end of the third floor of the original building, measur- 
ing 35 ft. x 85 ft. After the east wing was erected in 1894, the 
space 15 x 35 was added to the south end of the former museum, 
making a total of 35 ft. x 100 ft. In 1906, the need for more reci- 
tation room space led to the appropriation of 35 ft. x 36 ft., which 
was cut off from the north end of the old museum. This leaves a 
floor space of 35 ft. x 64 ft. for the present museum. 

Except for occasional sums of money for purposes of janitor 
work in dusting shelves and specimens, and for the occasional 
purchase of birds, to be prepared by the curator, the school has in- 
curred no expense in bringing together these collections. 



WINONA STATE NORMAL SCHOOL 147 

MUSIC 

The fine arts have always occupied a prominent place in the 
life and work of the Winona Normal School. The ideal and the 
real have kept pace with each other, and the half century which 
has just gone is filled with the spirit of inspiration which has 
dominated a people or an institution which has believed in art as 
an uplifting influence. The center of early musical life in the com- 
munity was old Normal Hall. Many artists of high rank, in both 
vocal and instrumental music, appeared in this Hall during 
the pioneer days of the town. Again, what was true of music was 
true in a literary sense also. Distinguished speakers and readers 
contributed largely to the intellectual life of Winona from the plat- 
form of Normal Hall. 

There was an absence of scenery and stage setting ; empty walls 
and plain wooden chairs greeted far-famed artists. And yet music 
and words fell upon the ears of an appreciative and enthusiastic 
audience, which also did not seem to heed the hard chairs, and 
three flights of stairs. Then it was, indeed, art for art's sake only. 
Remenyia Camilla Urso, Julia Rive-King, Anna Louise Cary, Emma 
Thursby, Adelaide Phillips, The Mendelssohn Quintette, Mrs. Scott 
Siddons, Carl Schurz, Henry Ward Beecher, and others, created an 
atmosphere which has made many things possible in the life of 
both school and community. Public spirited citizens were largely 
instrumental in bringing to school and town artists and speakers 
of well known ability. 

To the first instructor in music, Mr. O. D. Adams (1864- 
1866), is due a worthy foundation in the musical life of the school. 
From their earliest history the musical interests of school and 
community have been closely identified. Mr. Adams, as leader, 
was prominent in the St. Cecilia Society, one of Winona's earliest 
and most influential musical organizations. He was also one 
of the charter members of the Masonic Lodge. Time pays a 
fitting tribute to his efforts in holding the closing semi-centennial 
exercise in the beautiful Masonic Temple which has been erected 
recently. 

Miss Emma Bancroft had charge of the music department 
during the two years intervening between 1866-1868. She was 
followed by Mr. J. B. McGibney, who, together with his famous 
family of singers, took an active part in the musical affairs 



148 HISTORICAL SKETCH 

of the school and northwest between the years 1869-1873. This 
was the reconstructive period of the school, the year following the 
Civil War making many important changes necessary. 

Following the methods of Dr. George F. Root, Mrs. Mary A. W. 
Cooley (1873-1877) shaped much of the future musical spirit of the 
school during the four years in which she was at the head of the 
music department. 

Miss Jennie G. Steward remained with the school for one year 
(1877-1878), this being true also of her successor, Miss Mary Gorham, 
who presided over musical affairs in 1879-1880. The turning point 
in life comes to an individual and institution alike. The critical 
period became evident in 1880, when courses of study assumed a 
broader aspect, and a new field of action seemed possible. This 
was no less true of the music department than it was of all other 
departments. Mrs. Blanche D. MacKie (1880-1882) infused the 
prevailing spirit into the music of the school, the musical horizon 
becoming wider under her direction. 

Mrs. Henrietta E. Gilbert remained with the Normal School for 
one year (1882-1883). The years between (1883-1887) were active 
and of wide influence under the direction of Mrs. Ada L. Mitchell- 
Boynton. 

In 1887 Miss Caroline V. Smith was asked to take charge of the 
music department and she has held the position since that time. 
The methods of William L. Tomlins have prevailed for the most part 
during the past twenty years. The school life of a state is re- 
flected in its higher institutions of learning, and, therefore, the 
gradual changes in public school music have grown out of a co- 
operation between the normal and public school systems. 

The year 1887 was decisive in public school music administra- 
tion. The first summer school in the west for supervisors in music 
was held at Lake Geneva, Wisconsin, under the direction of Mr. 
H. E. Holt. The summer school inaugurated better professional 
training on the part of music supervisors, and more system in the 
teaching of school music. At that time, however, music was taught 
more or less as a science ; technique was emphasized at the expense 
of voice, musical literature, and interpretative ability. Today 
music is beginning to find its place as an art, as a living language 
in the school room. Musical ideas, as found in the best musical 



WINONA STATE NORMAL SCHOOL 149 

literature, are gradually taking the place of mere systems and 
methods. A course in Music Appreciation has become an import- 
ant part of the musical training at the Winona Normal School. 

While specializing has not been emphasized, something like 
fifty graduates have occupied positions as music supervisors since 
the organization of the school. 

The little old reed organ which was the chief equipment be- 
longing to the music department at the time the school began its 
existence, still stands dust-covered in the attic of the present 
building. More perfectly made instruments and a well equipped 
library have been added since those early days, but the high ideals 
then established have remained unchanged. 

The old order of things is passing away ; and the change from 
the old to the new life, which must necessarily mark the beginning 
of another semi-centennial period, can best be foretold in the strong 
optimistic note which has ever been singing its way down thru the 
corridors of time, thru years of anxiety and doubt, thru years of 
progress and growth which shall continue to belong to our beloved 
Alma Mater. 



DRAWING 



It is a matter of interest, historically, to find that art instruc- 
tion in some form, has been a part of the course of study in normal 
schools since they were founded in America in 1839. In these 
schools it has never been considered an accomplishment, to be en- 
joyed by the favored few, but has always been placed on a basis 
with other subjects in the curriculum. 

The value of the study of drawing, both from its utilitarian and 
cultural aspects, seems to have been appreciated from the very be- 
ginning of the organization of the Normal School at Winona. At 
first no mention was made of it in the course of study, but soon 
after Mr. William F. Phelps became president, Mr. John D. Lord, 
a student of the school at that time, was sent to an eastern school 
to make a special study of this subject. It is interesting to note 
that Mr. Lord, after a year of study in the Massachusetts Institute 
of Technology, became the first teacher of art here, as well as the 
first in the state of Minnesota, and possibly west of the Mississippi 
River. He was elected to this position in 1874. 



150 HISTORICAL SKETCH 

The art work introduced into the middle west at that early day, 
was industrial in character. It was the outgrowth of a movement 
in industrial art inaugurated in the state of Massachusetts in 1870, 
when Walter Smith, A. M., in charge of the Technical school at 
Leeds, England, was called to Boston to become the director of 
Art Education in that city. The American effort was patterned 
closely after that of the English school, and was planned upon a 
geometric basis. With mechanical features predominating, the 
course could not relate itself to the other subjects of a school. 

It was not until a decade later that a marked effort was made 
by prominent educators thruout the country to adapt their 
courses to the mental development of the children; to place the 
effort in harmony with and related to other school work. 

That the introduction of art in the NormaLSchool meant more 
than the content of a mechanical drawing course could offer, is 
shown by the study given to art history, and the purchase in 1874 
of a large collection of photographs for this study. The pictures 
were copies from original drawings, paintings, sculpture, and ar- 
chitectural works, of Greek, Roman, and Italian art. These were 
uniformly framed and placed in a room on the fourth floor of the 
building. Many of the pictures are now scattered about in the 
halls and various class rooms, where they continue to serve the 
purpose for which they were originally intended. 

The work begun by Mr. Lord was carried on in 1879 by Mr. 
Theodore Richardson. The following year drawing was introduced 
into the Public Schools of Minneapolis, and Mr. Richardson became 
the teacher of art in that city. Miss Kate M. Ball, who continued 
the work in the Normal School for the next two years, and who is 
now art supervisor of the schools of San Francisco, was followed 
in 1882 by Miss Vienna Dodge. It was about this time that great 
changes were being made in the reconstruction and extension of 
art courses thruout the country. The Normal School at Winona 
came under this influence and the scope of the work was consid- 
erably increased. 

Each of these teachers has left his impress upon the school and 
state, and the measure of success which is ours today is due in no 
small way to the earnest devotion of those earlier workers in an 
educational field, the real features of which had but recently been 
brought to the state. 



WINONA STATE NORMAL SCHOOL 151 

Miss Dodge remained in the school for nine years, and when, 
in 1892, she was called to another field of work, Bertha H. Speck- 
man, who formerly had been a pupil under Miss Dodge and later 
spent several years in art study in Boston, came to the school. 

It is but natural that the subject of drawing should have under- 
gone radical change, in both aim and method, since its introduc- 
tion into the courses of study. If sufficient data were available, 
it would indeed be interesting to trace these changes in the ideal 
from that early day to this. It has passed thru many stages of 
evolution; from the early copy books in outline drawings, with the 
pencil as the only means for art expression, into an elaborate sys- 
tem, with a wealth and variety of mediums, influencing and enrich- 
ing nearly every other subject of a school course. It no longer ex- 
ists for itself, but has become a natural and ready means for self 
expression. 

The methods and forms of instruction have been greatly ex- 
tended by the introduction of manual training. The teacher now 
considers the article together with its ornament, as one problem; 
for is not the joy in creating the design found in applying it to some 
appropriate material? 

The art work of the school has ever been closely in touch with 
the work of the elementary schools, unifying art expression in its 
various forms with the regular grade work, and with the other de- 
partments of the school. 

This, the first school in the state to introduce the subject of 
drawing, has seen it outgrow its original aspect and broaden and 
develop into an art education; stimulating and aiding nearly every 
other subject and making it second to language only as a mode of 
symbolic expression. It has become instrumental in bringing about 
great changes in the furnishing of school rooms, making them a 
more fit and harmonious place for the development of art and ed- 
ucational ideals; in encouraging the study of good art thru 
picture study and the placing of reproductions on the school room 
walls; in the uniting of the manual training department with the 
art department ; for to make the useful thing beautiful, it requires 
appreciation, as well as skilled hands. 

That the study of art has had its influence upon the student 
body, is shown by the excellent reproductions in photographs and 
etchings, given each year as class memorials. By this means the 



152 HISTORICAL SKETCH 

school has come into the possession of about twenty-five large 
pictures representing some of the finest decorative art in America. 
What the class of 1885 inaugurated has now become the custom. 

The purpose of art education is to cultivate a taste for the 
beautiful, not purely for the making of beautiful things, few can 
do this , but to help to make more effective the daily work of the 
classroom and of the home, in refining the taste, and opening the 
eyes to the world of nature, so that each may make his own inter- 
pretations. 

"Art deals with things forever incapable of definition that be- 
long to love, beauty, joy, and worship; the shapes, powers, and 
glory of which are forever building, unbuilding, and rebuilding in 
each man's soul and in the soul of the whole world." 

A list of the class memorials is here given: 

CLASS MEMORIALS 

1. Scene in Pompeii 

Class of 1885 

2. Russian Wedding Feast of 17th Century Konst Makowsky 

Class of 1886 

3. Priscilla Etching by Jas. S. King 

Class of 1887 

4. Choosing the Bride Konst Makowsky 

Class of 1888 

5. Pike's Peak from the Garden of the Gods 

Class of 1889 

6. Day Dreams Percy Moran 

Class of 1890 

7. Edinborough Castle Etched by David Law 

Class of 1891 

8. Bay of Venice T. Moran 

Class of 1892 

9. Pastoral Scene T. Moran 

Class of 1893 

10. Reading from Homer Alma Tadema 

Class of 1894 

11. A May Festival Alma Tadema 

Class of 1896 

fThe Justice of the Law Edward Simmons 

12. JThe Wisdom of the Law H. O. Walker 
[The Power of the Law Edwin Blashfield 

Class of 1901 Appellate Courts, New York 

13. The Prophets of Isreal John S. Sargent 

Class of 1902 

14. The Oath ] 

15. Round Table of King Arthur [ Edwin A. Abbey 

16. Castle of the Maidens J 



WINONA STATE NORMAL SCHOOL 153 

Class of 1904 Public Library, Boston. 

17. The Discoverers 1 

18. Minnesota, the Granary of World J Edwin A. Blashfield 

Class of 1905 Capitol Building, St. Paul 

19. Victory of Samothrace Louvre, Paris 

Class of 1906 

20. The Canterbury Pilgrimage Robert vanVorst Sewell 

Class of 1907 

21. Labor "I From the Hall of the Chas. Sprage Pearce 

22. Religion J Family — Congressional Library 

Class of 1908 

23. The Oral Tradition ) From the Evolution of 

24. Picture Writings (• the Book — John Alexander 

25. Manuscript Book J Congressional Library 

Class of 1909 



KINDERGARTEN DEPARTMENT 

The Kindergarten Department of the Winona Normal School 
stands as a monument to the faith and pedagogical insight of 
Dr. Irwin Shepard. Its inception and growth form a unique and 
interesting chapter in the life of the Normal School. It was in re- 
ality a pedagogical venture, for it was entered upon with no avail- 
able funds for its maintenance in sight, and was nursed into a strong 
and healthy state by the enthusiasm and wisdom of its founder. 
Its growth and development far exceeded the original purpose of 
Dr. Shepard, for according to his own testimony, he had no thought 
of founding a training school for kindergarteners, but desired to 
establish a kindergarten in the hope that the "kindergarten 
spirit" would, in time, permeate the whole elementary school. "The 
beautiful and suggestive truths of Froebel's philosophy" would be 
expounded in this kindergarten; and his hope was, that not only 
the student body, but that his teaching force, would thus be brought 
to a clearer understanding of child nature, and to a more sympa- 
thetic method of dealing with little children. 

In 1875 Dr. Shepard had the privilege of hearing Dr. William T. 
Harris give a talk in relation to the kindergarten movement in St. 
Louis ; in the following year at the Centennial Exposition in Phila- 
delphia he witnessed for the first time a kindergarten in opera- 
tion. He was impressed by Dr. Harris' talk, and his impression 
was deepened by the concrete expression of the Froebelian principles 
as embodied in this Exposition Kindergarten. He now made it his 
business to acquaint himself with Froebelian literature. Later he 



154 HISTORICAL SKETCH 

visited the Oshkosh Normal School, and investigated its kinder- 
garten. As a result of this visit, President Shepard came home 
with the conviction that the Winona Normal School would not be 
properly equipped until a kindergarten was established. There 
were no funds available for the purpose, but he had faith that if he 
could once establish his kindergarten, it, itself, would be its own 
best argument for being, and that the necessary funds would be 
forthcoming. 

In the fall of 1880, President Shepard secured the services of 
Mrs. Sarah C. Eccleston, a woman of rare personality, and a grad- 
uate of Miss Burrit's kindergarten Training School of Philadelphia, 
and the kindergarten was opened in connection with the model 
schools of the Normal. A tuition of eighteen dollars per year was 
charged, and from the income thus derived, the expenses of the 
kindergarten were met. 

"At a meeting of the Normal Board, December 7, 1880, after 
thoro discussion of the subject, the Board voted to assume con- 
trol of the kindergarten and connect it with the model department 
as a school of observation and practice, in which students of the 
Normal should have the opportunity of practically acquaint- 
ing themselves with the truths of Froebel's philosophy." This was 
the first kindergarten to be established in connection with the 
public school system of Minnesota. Besides conducting the kin- 
dergarten, Mrs. Eccleston delivered a course of lectures to the grad- 
uating class of the Normal, in which were set forth the educational 
principles of Froebel, his methods of child- training, and some sug- 
gestion of the hand-work he devised. These lectures brought about 
a demand for specific kindergarten training, and in 1882 the Kin- 
dergarten Training Department of the Normal School was recog- 
nized by the Normal Board, and given authority to grant diplomas 
to the graduates upon two conditions: First, — "That the stand- 
ard for graduation in academic and professional requirements should 
be equal in value to that required for graduation from other de- 
partments; second, that no appropriation from the state should be 
asked for its support." 

The first training classes were small; no tuition was charged, 
the students, in return for their training, acting as assistants in 
the kindergarten. 



WINONA STATE NORMAL SCHOOL 155 

In 1883 Mrs. Eccleston resigned and Miss Angeline Brooks of 
Philadelphia succeeded her. Miss Brooks was an able, well-trained 
kindergartener, but owing to ill health, was obliged to withdraw 
from the Normal at the end of three months. President Shep- 
ard then secured the services of Mrs. Eudora Hailmann, who came 
from La Porte, Indiana, with her training class of four students, 
and took charge of the work. Mrs. Hailmann brought with her 
the enthusiasm of a reformer. She had read Froebel in the orig- 
inal, and was thoroly saturated with Froebelian philosophy. Her 
enthusiasm was contagious, her lectures became popular and did 
much to spread the doctrines of Froebel and kindle enthusiasm in 
the hearts of the students. A more definite course of study was 
now given to the training class, and "Die Mutter und Kose Lie- 
der" was studied from the German text. Much time was given to 
hand-work; elaborate schools of Froebelian sewing, weaving, paper- 
twining, etc., being done by the members of the class. Mrs. Hail- 
mann's husband, Mr. W. N. Hailmann, who was also a devoted 
disciple of Froebel, came to Winona and gave to the training class 
lectures in the history of education. Under Mrs. Hailmann the first 
Kindergarten Training Class was regularly graduated from the 
Normal. 

In the fall of 1884, Mrs. Harriet Donovan, now Mrs. H. Choate 
of Winona, a graduate of the Normal School under Mrs. Hailmann, 
took charge of the kindergarten. For a year no training work was 
done. Mrs. Donovan brought to her work enthusiasm, insight, and 
ability, and the growth of the kindergarten was rapid. In the fol- 
lowing year the work of the training class was resumed, and fifteen 
lectures to the graduating class of the Normal were given. 
Special emphasis was laid upon the relation of kindergarten ideas 
and work to the primary grades, and in this phase of the work Mrs. 
Donovan was ably assisted by Miss Ada Laura Fairfield, a teacher 
in the model schools and a trained kindergartener. In the winter 
of 1885, Mrs. Donovan sent to the Froebel's Institute of North 
America, then convening at New Orleans, an exhibit of the hand- 
work of the children of the kindergarten. This exhibit was awarded 
the first prize. 

In June, 1885, the Normal Board passed the following resolu- 
tions : 



156 HISTORICAL SKETCH 

"Resolved: That the State Normal Board at Winona be 
authorized to issue suitable diplomas to graduates from the Kin- 
dergarten Training Course as established at that school, provided : — 

1st. That the training course shall, in its scope and thorough- 
ness, be fully equal to the Kindergarten Training Courses in the 
eastern schools; 

2nd, That no pupil be admitted to this course who has not 
completed the academic work of the elementary course ; 

3rd, That the same authority be granted the Normal Schools 
at Mankato and St. Cloud whenever they shall establish similar 
Kindergarten Training Courses." 

The Kindergarten Training Course was now offered to a lim- 
ited number of students at $50 per year. 

To the pioneer work of these three women, Mrs. Eccleston, Mrs. 
Hailmann, and Mrs. Donovan, aided and abetted by the President 
of the school, the Winona Normal owes no small debt of gratitude. 
With small resources, limited quarters, and inadequate equipment, 
and with personal sacrifice, these women gave themselves with en- 
thusiasm, devotion, and courage, to the work of establishing the 
department. The lectures which they gave, not only helped to 
enlighten the student body in relation to Froebelian principles, but 
raised their ideas and ideals of teaching. There was also a prac- 
tical result : — the demand for teachers increased, and the President 
became the recipient of many letters from superintendents testify- 
ing to the value of the new department. 

In the fall of; 1889 Miss Kate E. Ernst, now Mrs. Edward Lees 
of Winona, a graduate of the St. Louis School under Miss Susan 
Blow, became director ofj the department. Miss Ernst, a woman 
of distinct ability and clear vision, set about to place the Training 
School on a more scholastic basis. The work of the department 
was carefully systematized and a course of study defined and pub- 
lished for the first time in the catalog of 1892. The curriculum was 
gradually extended, the students now being required to take cer- 
tain subjects, viz., drawing, vocal music, history and philosophy of 
education, and psychology, — with the teachers of the Normal de- 
partment, in addition to the technical kindergarten work taken 
with the director. During this year, the department having grown 
to large proportions, and the demands, both for equipment and 
salaries having increased, President Shepard made the following 
report to the Normal Board: 



WINONA STATE NORMAL SCHOOL 157 

"While we have no desire to claim the entire credit for the 
recent rapid growth of the kindergarten idea in our state, we are 
certain that much of it is due to the work at Winona. Ours has 
been for ten years the leading, and until two years ago, the only 
Kindergarten Training Course in the Northwest. The first kinder- 
garten in Dakota was opened by one of our graduates. The first 
kindergarten among the Indian children was established at the 
Santee Agency by another graduate. A kindergarten in the state 
school for feeble-minded children at Faribault was organized and 
has been conducted with success for several years by a graduate 
from this course. One graduate is in charge of the kindergarten 
system of the public schools of San Diego, California ; another holds 
a similar place in Colorado Springs. The kindergarten system of 
the Argentine was organized and is now in charge of our first 
directress, assisted for several years by one of our graduates. We 
have sent out twenty-eight graduates from the training course, and 
five-hundred graduates from theNormal department who have enjoy- 
ed the advantages of observation and a limited course of instruction 
in kindergarten methods and philosophy. This has led to the in- 
troduction of kindergarten methods and occupations in the primary 
schools of the state. In view of present and prospective de^ 
mands for trained kindergarteners for the public schools of the 
state, we beg to submit that the time has come when the state 
should come to our aid, and grant us a special appropriation of 
$2,000 annually, with which fully to equip and maintain the de- 
partment, without the necessity of charging the present prohibitory 
tuition of $50 per year. The state should not expect the school at 
Winona to bear this burden unaided longer, carried for twelve years 
as a labor of love in behalf of the kindergarten cause." 

The appropriation was granted, and now, for the first time in 
its history, the department was on a secure financial footing. 

In the fall of 1894, Miss Lillian Blaisdell, a graduate of the 
Lucy Wheelock Kindergarten School of Boston, and a primary 
teacher of some years experience, succeeded Miss Ernst. Miss 
Blaisdell remained only one year, but in that short time did much 
to bring the kindergarten and primary into closer relations. 
Under her, the plan that every student in the kindergarten train- 
ing class should have one full term of practical work in the first and 
second grades, and thus be fitted to assume charge of a kinder- 



158 HISTORICAL SKETCH 

garten or primary school, was consummated. This plan has con- 
tinued to the present day, and has added greatly to the strength 
and efficiency of the department. The increased work of the de- 
partment now demanded the aid of an assistant, and Miss Harriet 
M. Packard, a graduate of the class of 1890, was appointed. Miss 
Packard has continued in this capacity up to the present, serving 
the school with rare fidelity and marked ability. 

On Miss Blaisdell's retirement, Miss Nora Atwood, also a grad- 
uate of the Lucy Wheelock School, was called to take charge of the 
work. During Miss Atwood's incumbency two note-worthy changes 
were made in the department : First, in the kindergarten enlarged 
Froebelian materials were introduced, and a freer, less formal type 
of work begun, leading to greater efficiency in independent work on 
the part of the children; second, the kindergarten training course 
was extended to cover six quarters of work, in place of the former 
three quarters. This brought the department into line with the 
best kindergarten training schools in the country, enabled the 
students not only to study more thoroly Froebelian literature, but 
gave them a broader education in general academic subjects. The 
kindergarten department was thus made "a section of the Ad- 
vanced Course, covering six quarters' work and entitling the grad- 
uate to the advanced diploma" by action of the Normal Board. 
This occurred in 1897. 

In 1896 a training class of sixteen young ladies was graduated, 
and a special program was given by the class during commencement 
week, including essays, kindergarten games, and gesture songs. 
These special exercises formed an interesting and profitable feature 
of the commencement program for several years thereafter. 

In 1899 Miss Atwood was granted a year's leave of absence, 
during which time Miss Packard assumed charge of the depart- 
ment, assisted by Miss Edith Dixon, a graduate of the school. On 
Miss Atwood's resignation, Miss Lucy Browning, a graduate of 
Mrs. Putnam's School of Chicago, became kindergarten director. 
Miss Browning, a woman of liberal education and high ideals, con- 
tinued the former policies of the department, increased the use of 
the enlarged material, and extended the training course. In 1904 
Miss Rebecca Martin of the Chicago Kindergarten College succeeded 
Miss Browning. During Miss} Martin's] able administration the 



WINONA STATE NORMAL SCHOOL 159 

growth of the department was marked, the number of students in- 
creased, and the high order of work of the past years maintained. 
Upon Miss Martin's resignation in 1908, Miss Atwood was again 
appointed director. 

The work of the training class began with no carefully defined 
and systematized course, and all of the work was given by the direc- 
tor. In time a difinite course was developed and gradually sub- 
jects taught by teachers of the Normal department added, until 
today we offer a course in breadth and thoroness second to none in 
like schools in the country. Students are not only well trained 
in Froebelian theory and the use of Froebelian materials, the use 
of stories and songs and games, but they also have a broad training 
in general pedagogical subjects, viz., elementary and advanced 
psychology, history of education, drawing, music, reading, school 
management, etc. ; and a large opportunity for practice in both 
kindergarten and primary grades. 

There has been a marked advance also in the growth of the 
work of the kindergarten. In the early days great stress was laid 
upon elaborate and fine hand-work and carefully developed schools 
of work. Today, in the kindergarten, all fine work is abolished, 
the hand-work is freer, a more natural expression of childish ac- 
tivity. In the old days the children followed the carefully de- 
veloped lessons of the kindergartener with their little sticks and 
tiny blocks. Today the aim is to lead the child to see the possi- 
bilities and uses of the material, that he may himself work out 
these possibilities, and the materials used are all large, causing no 
nervous strain in the handling and no tax to the eyes. From its 
inception the kindergarten has been based upon the principle of 
harmonious adjustment between control and spontaneity. 

Twice in its history the department has had the pleasure of 
moving into new quarters. In 1894 a spacious room in the west 
wing of the building was prepared for the use of the kindergarten, 
and in the fall of 1909 a fine suite of rooms in the new building, 
consisting of two connecting kindergarten rooms, supply closets, 
wardrobes, and an office for the director, was dedicated to its use. 

The story of this department would not be complete if mention 
were not made of its wide spread influence upon the work of the 
state. It is not too much to say that the kindergartens and kin- 
dergarten primary schools, marked features of the schools of the 
state, are a direct outgrowth of this department. 



160 



HISTORICAL SKETCH 



It would be ungracious not to mention with gratitude the names 
of three resident directors, Messrs. Thomas Simpson, C. H. Berry, 
and C. A. Morey, who, in the early days, were devoted friends 
of the new department, and worked for its advancement with un- 
tiring zeal. 

Below is a list of the number of graduates of thed epartment, 
according to years: 



1884 . . 


. 6 


1893.. 


. 5 


1902 . . 


. 9 


1885 . . 


. 2 


1894 . . 


. 7 


1903.. 


. 7 


1886.. 


. 2 


1895.. 


. 7 


1904.. 


. 3 


1887.. 


. 2 


1896.. 


.16 


1905.. 


. 3 


1888.. 


. 1 


1897 . . 


.12 


1906.. 


. 6 


1889.. 


. 4 


1898.. 


. 1* 


1907.. 


. 4 


1890 . . 


. 3 


1899.. 


. 4 


1908.. 


.17 


1891 . . 


. 2 


1900.. 


. 3 


1909.. 


.12 


1892.. 


. 2 


1901 . . 


. 1 


1910.. 


.21 



* At this time the course was extended to two years. 



PHYSICAL EDUCATION 

A department of physical education was organized Septem- 
ber, 1909. Prior to this, while opportunity for exercise had been 
offered in connection with the school program, the work had never 
had the dignity of a department nor been in the hands of a special 
instructor. 

In 1869 President Phelps reports the introduction of vocal 
and physical culture, and notes as a result a marked improvement 
in the general health of the students. For the next few years ex- 
ercises in physical culture were given in connection with the chorus 
work of the vocal department. 

In 1882 Mr. Holzinger, finding no provision made by the 
school for exercise, started an Indian club organization among the 
young men. The work was voluntary, coming after school hours. 
Some appartus was obtained and the club, enlarging its scope of 
activities, stood as a strong factor in the school life. The group 
continued active until 1895, when, by vote of faculty and stu- 
dents, it disbanded in favor of an athletic council. 



WINONA STATE NORMAL SCHOOL 161 

In 1889 provision was likewise made for the young women. 
Under the direction of Misses Mitchell and Smith, a system of ex- 
ercises as outlined by Mrs. T. J. Preece of Minneapolis was pre- 
sented. After the first year, until 1895, the work was in charge 
of Miss Smith, coming for the greater part in connection with 
chorus practice and required of all students. Regular announce- 
ments in the school catalog give this work an established place in 
the school curriculum. During the winters of 1895, 1896, 1897, and 
1898, military drill, including marching and exercises, was given 
the entire school by Mr. E. M. Lehnerts, and this partly took the 
place of the physical culture exercises. 

For a period of ten years after 1895, athletics was dominant 
and, supervised by the faculty, comprised most of the physical 
work done in the school, at least by the young men. In 1898 
basket-ball teams were organized by the young women. 

Since 1898 physical culture has been in charge of the depart- 
ment of reading. The exercises given have been for the most part 
based on the Emerson system, — being at times required, at times 
elective. For many years the great need has been a suitable room 
or place for exercise. Normal Hall, the only available place, was 
unsafe for heavy drills and marches, and in 1905 its use was con- 
demned by the state architect. This created a demand for a gym- 
nasium for which provision was made in the new building plans. 
With the splendid new gymnasium, its baths, lockers, and swim- 
ming pool, opportunities and possibilities for physical work in the 
school have been materially increased. This, with the growing 
recognition of the physical as a vital factor in education, has re- 
sulted in the creation of a department charged with the responsi- 
bility of the physical education of the students of the school. 

The present department aims primarily to raise the standard 
of individual health — or efficiency — among the students, and at 
the same time to supply the educational values of a motor 
training. It claims a field as broad as are the opportunities and 
measures it can take for accomplishing its ends. As a department 
in a normal school, it feels, in addition, that it should give its stu- 
dents some training in the practice and theories of physical edu- 
cation. 



162 HISTORICAL SKETCH 

Its work may be outlined as follows : 

1. Biologic examinations. A biologic, or life, examination 
is given each student upon entrance. This aims to determine her 
health status or organic fitness, and consists of physical tests and 
measurements, with the filling out of a health history blank. 
Granted that health is a main factor to successful, efficient living, 
it seems it should be made a main factor in the training and prepara- 
tion of those who are to undertake the art of teaching or preparing 
others for life. Those found with physical defects are recommend- 
ed to the school physician for treatment and advice. To put every 
one in his best possible state of health is the object in mind. Not 
only do the examinations effect improved physical conditions, but 
the student is impressed with the importance which the school 
attaches to the physical in connection with education. 

2. Instruction in personal and school hygiene, and in the pres- 
ent theories of physical education. This comes as a course offered 
to Seniors. Short, practical talks in personal hygiene are given 
on the gymnasium floor. An aim is made to impress students with 
the duty of keeping well, and to give such a knowledge of conditions 
as will lead to the forming of intelligent habits of hygienic living. 

3. Supervision of motor activities. Attendance is required of 
all students in gymnasium classes twice a week, except for those who 
are declared physically unfit by the school physician. An aim is 
made to meet the need for exercise and free movements, felt par- 
ticularly by those leading the sedentary life of the student. The 
work is planned for educational, corrective, hygienic, and recreative 
results, and consists of formal movements in marching and free 
hand exercises, folk and gymnastic dancing, games and athletics. 

The model school enters into the work of the department to 
the extent of receiving instruction on the gymnasium floor and in 
the swimming pool. Individual physical examinations, comprising 
mainly tests for sight and hearing, inspection of teeth, detection 
of adenoids and enlarged tonsils, and the filling out of health his- 
tory blanks, are likewise required. 



WINONA STATE NORMAL SCHOOL 163 

THE LITERARY SOCIETIES 

The literary societies have seen a variegated history. Changes 
of form and even of the nature of these organizations are 
evidenced by the different names given to these student bodies; 
they are the Students' Lyceum, the Delta Delta Delta Literary So- 
ciety, the Alpha Epsilon Literary Society, and the Normal Debating 
Society. The "Lyceum or debating class" seems to have been 
fostered to some extent by the Winona Young Men's Literary As- 
sociation, which was organized in the winter of 1855-56, "supported 
by the young ladies and gentlemen of our village," and carefully 
nurtured by frequent commenditory announcements in the Winona 
Daily Republican. The principal literary work of the Lyceum was 
debating. On February 28, 1862, the tenseness of national con- 
ditions did not deter members from taking sides on the question 
"Is it right to marry for money?" And not only the common in- 
terest of the questions discussed, but also the hour of meeting aided 
in securing a large attendance of both students and citizens. 

For several years previous to 1903, the school had been with- 
out any literary societies, and the consequent lack of training in 
initiative and self -direction among the students was felt. True, 
for many years a certain amount of rhetorical work by each student 
had been a requirement for graduation, the work consisting of 
readings, essays, and orations, prepared under the direction of the 
teacher of reading and given before the entire school and often 
large numbers of outsiders. This gave rhetorical training, but it 
lacked the values obtainable from spontaneous participation, one 
of the greatest sources of benefit from this kind of work. 

In the fall of 1903 there was an attempt to combine the rhe- 
torical work and the student organizations. The members of the 
junior and senior classes were divided by lot into two equal groups 
and organized into the Delta Delta Delta and the Alpha Epsilon 
Literary Societies. Membership was compulsory, hence dues were 
limited to a nominal sum and meetings were to be bi-weekly with 
two open joint meetings per year. Because of the time which the 
preparation of these fortnightly programs required, a change recom- 
mended by the faculty was adopted by the societies in the fall of 
1906, limiting compulsory membership to seniors and the meetings 
to one in three weeks. 



164 HISTORICAL SKETCH 

But the societies did not nourish. In joint conference with 
members of the faculty, representatives of the societies attributed 
the lack of enthusiasm to the fact that they were assigned to mem- 
bership without any choice and that both membership and at- 
tendance were compulsory. But since any change in line with 
greater freedom for the individual student seemed disadvantageous 
to the required rhetorical work, conditions were allowed to remain. 
This was in the spring of 1906. The following year the matter was 
again taken up, and the plan was adopted: that membership 
in the societies should be compulsory for seniors; that juniors be 
left free to enter either society, on invitation; that all seniors not 
thus becoming members and not electing to enter the Debating 
Society, be assigned to membership by the president of the school. 
Each candidate for graduation was at this time required to have a 
mark in rhetoricals, this mark to be given by the teacher in reading 
for society work of more than ordinary public character. 

This plan was adhered to until the fall of the present school 
year. For 1909-10 no rhetoricals have been required from pro- 
spective graduates, and all compulsion in matters of society mem- 
bership and attendance has been withdrawn, with the hope that 
there would be a great number elect the class work in public speak- 
ing and that the voluntary work of the societies would thus be 
strengthened. So far this plan has not met with the expected 
response. The course in public speaking was not elected by 
enough to organize a class. The literary societies are defunct. 
Literary and society spirit are at a very low ebb. 

All that now remains as an active element in this field is the 
Normal Debating Society. This was voluntarily organized in 1904 
by some of the young men of the school. Membership has always 
been voluntary and its work self directed. In spite of the fact that 
the preparation for such work requires much time, and the added 
fact that except for a short period no credit has been given for 
this work, this society has had a continuous existence from its date 
of organization, and it is significant that it still persists and has 
held regular meetings during the present year after these fostered 
organizations have, in spite of the most solicitous fondling, be- 
come deceased. 

From 1903-05 all the societies were without suitable halls, 
but during the latter year, while the main building was undergoing 



WINONA STATE NORMAL SCHOOL 165 

extensive repairs, excellent quarters were provided on the third 
floor. A part of the old Normal Hall, now known as Society Hall, 
has been set apart for their use and for various student gatherings. 
It has been furnished mainly by student effort. The class of 1900 
left some chairs and a president's desk. In the years 1904-05 and 
1905-06 a joint committee of the society and the faculty carried 
on lecture courses which enabled the societies to purchase a piano. 
The pictures left by various classes as memorials decorate the walls, 
especially noteworthy among these being the two historical ones 
left by the class of 1905 and entitled, "Minnesota, the Grain State" 
and "The Discoverers and the Civilizers Led to the Source of the 
Mississippi." 

Now that there is a suitable place of meeting set apart for these 
societies, the past indicates that if these meetings were held at a 
time when the student body had more physical energy to con- 
tribute, that both the interest and the attendance would be greatly 
increased. Saturday evening meetings seem to have been the most 
successful of all, and Friday afternoon meetings the least success- 
ful. Some of the students have recently expressed the desire that 
the literary societies of the school could reach that degree of strength 
that they could support a school paper, a real students' organ, which 
would make for the student body and for the entire school a revival 
of self-directed vigor and school pride that is so desirable in a 
healthy form among all student organizations and bodies. 

In the fall of the present year a challenge for a debate was re- 
ceived from the Normal School at Platteville, Wisconsin. Pres- 
ident Maxwell at once took the matter up with the students and 
Mr. Kent, promising credit for the work and urging an acceptance. 
After a conference with a number of students, the challenge was 
accepted and the first inter-state debate in the history of the in- 
stitution took place at Winona on March 4, on the question: Re- 
solved, "That labor unions as conducted during the past twenty- 
five years have shown a tendency detrimental to the best interests 
of the United States." 

The Wisconsin team consisted of Earl Huntington and Frank 
Livingston of Platteville, Wisconsin, and Theodore Torgerson of 
Ontario, Wisconsin. Alice Evans of Alma, Wisconsin, Eleanor 
Hitchcock of Sparta, Wisconsin, and Charles Edward Bell of An- 
drew, Iowa, were the Winona team. 



166 HISTORICAL SKETCH 

The result of this debate was a victory for Winona, and altho 
much credit is due the whole school led by its President for earnest 
support thruout, and to the assistance of the second team, Mr. Orrin 
Fried, Helen Howatt, and Rachel Nicol, the victory was the result 
of the earnest and thoro work of the team, assisted by their efficient 
coach, Mr. Kent, who, as a student, made an enviable record in this 
line of work. 



CONTINUOUS SESSIONS 

The Teachers' Institute of the eighties and earlier, in one sense 
a function of the normal schools of the state, tho of only one 
week's duration in any particulaV locality, proved so valuable a 
factor among the educational interests of the state, especially 
thruout the rural districts, that their time was extended to two 
weeks, and sometimes more; this extension being one phase of the 
effort to give a somewhat surer training to deficient students and 
teachers. 

Because with even the help of these institutes the normal 
schools found it impossible to supply the demand for teachers.the 
state, early in the nineties, made appropriations for Summer Train- 
ing Schools for Teachers. This movement was largely due to the 
Hon. Dr. David L. Kiehle, then State Superintendent of Public In- 
struction. The wisdom of the movement was seen in the fact that 
within two years these schools, with competent faculties composed 
in no small part of normal school teachers, numbered about half a 
hundred, while the attendance approximated five thousand five 
hundred. 

The situation at this time cannot be better expressed than in 
a quotation from Dr. Irwin Shepard, then president of the Winona 
Normal School, a quotaton expressing the burden of much cor- 
respondence carried on with the leading educators of the state dur- 
ing the years 1895 and 1896: "But the glaring defect of the whole 
system appeared in the fact that during the three months vacation 
time in the summer, when these schools were prospering and rapid- 
ly growing, the normal schools, with their extensive buildings and 
equipment, provided by the state for the purpose of training teach- 
ers, were all closed, and the faculties scattered among the summer 
schools, working zealously, but at a great disadvantage." 



WINONA STATE NORMAL SCHOOL 167 

When the teachers returned from vacation or from the sum- 
mer schools to the Winona Normal School in the fall of 1895 they 
began, presumably at the instance of their president, Dr. Irwin 
Shepard, the discussion of a proposition to ask the Legislature for 
an appropriation to enable the normal schools of the state to con- 
tinue their regular work thru the entire year. Summer work 
in value and extent equivalent to that of any other term, vaca- 
tions so arranged that the faculty would not materially vary in 
its personnel from term to term, course of study so arranged that 
country teachers might find summer work profitable and that 
regular students might not be inconvenienced were among the de- 
siderata as unanimously voted by the faculty at the close of their 
deliberations. In accordance with the above needs, this faculty 
elaborated a plan and a course of study for approval first by the 
Normal Board, and then by the Legislature. 

Other normal schools cooperated, details were submitted to 
county superintendents and leading educators in the state, and 
the thus determined concensus of opinion was irresistible. The 
measure carrying the appropriation swept the Legislature as no 
other educational measure ever did in this state, or in any other 
probably, and was approved April 20, 1897 1 . 

There were a few doubting Thomases, but a close scrutiny of 
the correspondence and other records of this period discloses only 
three outside of the Legislature, and the same source is authority 
for hazarding the statement that only two members of that notable 
body failed to become earnest supporters of the proposition so 
soon as its scope and value were presented. As one reads the cor- 
respondence and other original records of this period, he is fired by 
Dr. Shepard's enthusiasm, lives again this time of participation in 
a great movement, and feels himself carried along by that irresistable 
tide toward the success that made this plan for summer sessions 
known throughout the country as the Winona Plan. 

The earliest record of action on this subject by the State Nor- 
mal Board appears under the date December 20, 1894, when the 
late Director C. A. Morey "moved that a committee consisting of 
the Superintendent of Public Instruction and the four presidents 
be appointed to revise the course of study and program of work in 



1 See General Laws of Minnesota, 1897, p. 295. 



168 HISTORICAL SKETCH 

the normal schools, and report the results at the next annual meet- 
ing of the Board — that in considering the subject the following 
questions be by them taken under advisement and reported on — 
Is it practicable and advisable for the Normal Schools at this time 
to maintain continuous sessions throughout the year ? 2. * * *" 

This record apparently means that Dr. Shepard and Mr. Morey 
had at that early date discussed the matter in a tentative way, 
for certain it is that the first definite, purposeful action was that of 
the faculty, already mentioned. No mention of the receipt of a 
report from this committee is made in the Normal School Board 
reports. 

Under date June' 5, 1896, there is this record, consistently 
following the above record of faculty action: "On motion of Di- 
rector Morey, it was resolved, That the plan for a continuous ses- 
sion of the normal schools, proposed by Presidents Shepard and 
Lord be approved; further, that the plan be referred to the pres- 
idents for formulation — they to report to this Board at its Aug- 
ust meeting — and that the committee on legislation of this Board 
report at that meeting a bill or bills to carry the same into effect.'' 

The report submitted August 26, 1896, by President L. C 
Lord for the committee of presidents is rather long for transcrip- 
tion, but may be summarized thus: 

1 — We recommend the adoption of the continuous session 
plan. 

2 — We recommend that the number of teachers be increased 
one third. 

3 — We recommend that the annual appropriation be in- 
creased one fourth. 

4 — We recommend that the plan go into operation July first, 
1897. 

Signed, Irwin Shepard, 
Edward Searing, 
George K. Kleeberger, 
L. C. Lord. 
At the same meeting the Board voted to ask for an appropria- 
tion of $7,000 for continuous sessions. 

On December 15, 1897, the Board authorized the legislative 
committee to prepare and have printed for use with the Legislature 
a statement of the work and needs of the normal schools. This 



WINONA STATE NORMAL SCHOOL 169 

statement appeared as a sixteen page pamphlet giving a condensed 
history of the legislation for normal schools in the state of Min- 
nesota, recapitulated their growth, pleaded the schools as the peo- 
ple's agent, showed by well planned maps the equality of service 
to parts near to and to parts remote from the schools, pleaded the 
value of their service and closed with a forceful presentation of their 
needs. 

Without going further into detail, it may be said that the ap- 
propriation asked for was made, and circulars were sent out an- 
nouncing the opening of the summer quarter July 1, 1897, describ- 
ing the plan and giving a schedule of subjects offered in each 
quarter. 

For two years, then, the schools flourished under the stimulus 
of the summer session. 

To show the effect of the continuous sessions upon enrollment, 
the following is quoted from President Shepard's report in the tenth 
Biennial Report of the State Superintendent of Public Instruc- 
tion, 1898; "The enrollment for the two years of this report shows 
an increase in normal classes from 376 to 508 ; and in the number of 
high school and college graduates from 161 to 297, showing that 
the entire increase in enrollment was of this class of students. * * * 

"The remarkable increase of graduate students from 161 in 
1896-97 to 297 last year is largely due to the advantages offered by 
the continuous sessions. * * * * * " 

That a promise made to the county superintendents might be 
amply fulfilled, "The first summer quarter of continuous sessions 
opened July 1, 1897, under a policy of restricting the attendance 
to high school graduates and teachers in service holding second 
grade certificates. * * * " Had not this restriction been in- 
augurated, the enrollment would have been fifty to seventy- 
five per cent greater and quite beyond the seating capacity of the 
school. 

"During the second summer quarter, just closed at this date 
(September 22, 1898), the enrollment was 223 (an increase of 
twenty-eight per cent over the first summer quarter) , * * * * " 

The attendance at the model school felt the stimulus that in- 
creased the attendance in the Normal proper, as is shown in this 
quotation from the above named report: "The increase in the 
model school enrollment from 215 year before last to 322 last year 



170 HISTORICAL SKETCH 

was entirely due to the advantages offered by continuous sessions 
and the opportunities to take vacations at other seasons than sum- 
mer time." 

The advantages realized in this first two years' operation of 
the plan may be summarized by taking the key words from Pres- 
ident Shepard's more elaborate statement, which is also a part of 
the report made in 1898: 1. Cordial and unanimous support, 2. No 
conflict of interests, 3. Objects for which the normal schools were 
created more fully realized, 4. Equipment in continuous use, 5. Plan 
a boon to self-supporting young people , 6. Distributed vacations 
desirable, 7. Favors entrance of graduates into rural school work, 
8. Opportunity to graduate at times other than year's end relieves 
tendency to over-work. 

At the close of this two year period there came a change in the 
administration, Dr. Shepard resigning to take the position of Per- 
manent Secretary of the National Educational Association, Dr. 
J. F. Millspaugh accepting the vacated presidency. 

Before the new president had become acquainted with the 
conditions, needs and relations of the school, the same forces that 
opposed the appropriation for the establishment of the summer 
sessions had progressed far toward preventing an appropriation 
for their continuance. The rally of the friends of the measure, 
the persistent attempts, and the patient waiting for an opportunity 
to plead before the appropriations committee availed nothing, and 
the most important and most widely acceptable educational move- 
ment in later Minnesota history ceased suddenly through the nar- 
row policy of making advisable financial retrenchment fall on ed- 
ucational progress rather than upon less important functions of the 
state. 

No summer session was held in the Winona Normal School 
from 1898 till 1904, when through the direction of State Superin- 
tendent John W. Olson a part of the money for summer schools was 
apportioned for the support of summer schools to be held at the 
normal schools. 

The schools prospered, and in the meantime the friends of the 
summer sessions were quietly working for their restoration. 



WINONA STATE NORMAL SCHOOL 171 

The fruition of these efforts came April 12, 1907, when the act 
recorded in the General Laws of Minnesota for 1907, chapter 164 — 
S. F. No. 258, was approved. 

This act provides that a summer session of twelve weeks be 
held in each of the state normal schools, and that it be under the 
direction of the State Normal Board. This act was later amended 
so that the Normal Board may, at its discretion, direct that a sum- 
mer session be less than twelve weeks in length. This amendment, 
approved May 26, 1909, was the result of the experience of one or 
more of the northern schools, and has not affected the Winona 
school, and it seems probable that it will not. 

For the effect on attendance, see the analysis and tabulation 
of attendance for the various years, page 118. The other and more 
important effects are not susceptible of tabulation. They are es- 
sentially such as have already been referred to in the final report 
of Dr. Shepard for 1898, above quoted. 



MANUAL TRAINING AND DOMESTIC SCIENCE 

The recognition of the value of manual training, so far as the 
Winona State Normal School is concerned, dates back to the ad- 
ministration of Principal Phelps. In an address before the State 
Normal Board on June 28th, 1865, he said: 

The lowest claim any intelligent man now prefers in its (education's) 
behalf is that its domain extends over the threefold nature of man; over his 
body, training it by systematic and intelligent observance of those benign 
laws which secure health, impart strength and prolong life; over his intellect, 
invigorating the mind, replenishing it with knowledge and cultivating all 
those tastes which are allied to virtue ; and over his moral and religious sus- 
ceptibilities, dethroning selfishness and enthroning conscience, leading the 
affections outwardly in good will towards man, and upward in gratitude to 
Godi. 

The Hon. H. C. Rogers, state superintendent of public instruc- 
tion, in his annual report for the year 1867 also urged the consid- 
eration of providing instruction in agriculture and the industrial 
arts as follows: 

Intimately connected with the development of our normal school sys- 
tem is the question of industrial education. The students of the normal 
school are composed entirely of persons from the industrial classes. They 
are exclusively the sons and daughters of mechanics, farmers, and others 

1. Republican-Herald May 27, 1901. 



172 HISTORICAL SKETCH 

who live by labor. They enter the normal schools that they may acquire a 
knowledge of the subjects most useful to those whom it will soon be their 
duty to teach, and also to learn the best methods of imparting that knowledge 
to others. If the ends of the system of industrial education are ever to be 
realized, if the masses of people in our country are ever to be taught the 
sciences upon which their industries are based, if they are ever to learn ap- 
preciation of natural laws, to the "pursuits and professions of life," it can 
only be done in and through the common school system which stretches its 
kindly hand to the door of every citizen. Hence we have only to raise up 
skillful, scholarly and able teachers — we have only to make them pro- 
ficient in the principles of applied science, as well as proficient in the most 
effective methods of imparting instruction, and then send them forth among 
the people on their important mission to secure the ends desired. If the 
practical education of the industrial classes, therefore, be really the end of 
any proposed scheme, these are certainly the means whereby alone it is 
possible to realize them. If the few, only, are to be reached, however, then 
a college, or any other merely isolated institution, will effectually do it. To 
educate the few is not the policy, it is not the interest of the state or gov- 
ernment like ours. It is for the benefit of the many that we should plan and 
execute. 

The Congress of 1862 made a grant of land to the several states "to 
promote the liberal and practical education of the industrial classes in the 
sciences related to agriculture and the mechanic arts." It wisely left the 
details of the plans to be adopted, to the better judgment of the legislatures 
of the respective states, "which might claim and take the benefit of the pro- 
posed grant 1. 

This land grant was accepted by the Legislature January 27, 
1863. 

The normal schools were about to realize the income from this 
grant when the combined efforts of the University and the Agricul- 
tural College at Glencoe succeeded in having a law passed by the 
Legislature consolidating the college grant with that of the Uni- 
versity, March 6, 1868, thus leaving the normal schools without 
special funds for these two lines of work 2 . 

No successful effort to establish any kind of systematic hand- 
work seems to have been made by the normal schools until the 
fall of 1898 — a lapse of thirty years — when Resident Director 
Morey appointed a committee of the faculty to consider the whole 
problem of manual training in its relation to normal school work, 
and to make recommendations to the faculty. Whether this action 
was stimulated by the fact that Miss Gildemeister became a mem- 
ber of the faculty at this time or not is not known. It is known, 

1. School Report of Minn. 1867 p. 15.16. 

2. Education in Minnesota, Kiehle, pp. 66-67'. 



WINONA STATE NORMAL SCHOOL 173 

however, that she was and is still much interested in manual train- 
ing ; and, when asked by President Millspaugh to teach such forms 
of manual training as sewing, weaving, and basketry, in connection 
with her other work, she complied with her characteristic willing- 
ness backed by ability, and thus deserves the honor of being the 
first real manual training teacher in the Winona Normal School. 

In 1901 a committee consisting of Mr. J. S. Gaylord, Miss 
Luella Tupper, and Miss Theda Gildemeister, were asked to prepare 
a report for publication incorporating the findings of the previous 
committee with whatever additional information they could ob- 
tain. Extracts from this report are as follows: 

For thirty-six years the presidents and the faculties of the normal have 
been enriching, year by year, the physical as well as other parts of the cur- 
riculum to keep the harmony required by this ideal. The small amount of 
manual labor now required of children by their parents has made it neces- 
sary for all schools to make larger provision for the development of the 
pupils' bodies than was necessary when the children did chores morning and 
evening and worked hard in the house or in the field all day Saturday. This 
demand upon the schools that they provide for the body as well as for the 
mind has increased until more than a dozen kinds of hand-work are in some- 
what general use in the better schools. 

The normal schools started at a time when two or three kinds of physical 
work were sufficient, but now some twenty different kinds are used in the 
different departments of the institution. 

Some of the more important results secured by manual training are: 
First, a larger interest on the part of the pupil in his work. This interest 
attaches to other subjects as well as to manual training itself. All work 
tends to become consecutive, and, therefore, more interesting. All pupils 
are invigorated, but the largest results are seen in dull pupils, whose minds 
are frequently awakened to new life and power by few weeks of handwork. 
In a sense manual training can "furnish brains." Second, close concentra- 
tion of attention. The powers of conception are increased by the con- 
centration required. Any lack of attention is at once manifest, both to 
the teacher and to the pupil. Noticing their failures, the [pupils increase 
their efforts and gain powers of concentration and perseverance. Third, 
common sense and practical efficiency. The results of the pupils' efforts 
are so apparent that any lack of common sense is manifest to all. 
This leads the pupils to conform to social forms and customs of thought and 
action, and so secure common sense and efficiency. A certain tendency 
towards labor and towards earning a living by work is sometimes apparent. 
Manual training makes boys and girls handy about the house to make and 
repair all sorts of things. The child's instinct of destruction is turned into 
construction of things having social value. The child's efficiency is in- 
creased by the healthy vigor and bodily control which manual training gives. 
Fourth, a delicacy of touch and of thought which lead to good taste 



174 HISTORICAL SKETCH 

and to an appreciation of art and of nature. A certain mental and moral 
help goes hand in hand with this delicacy. Fifth, a development of good 
traits of character, such as patience, self-reliance, self-control and an ap- 
preciation of the products of labor and of laborers. Development of the 
pupil rather than perfection of the thing made is the aim in manual 
training. A machine can make the same things more quickly and more 
perfectly, but the moral habits of accuracy, care, and perseverance, earnest- 
ness, confidence, etc., which come from hand-work outweigh all other 
considerations. 

The importance of handwork in education is very great. The child's 
natural life begins in movements and for many months after birth the story 
of the child must be told in turn to the movements which different parts of 
the body make. These movements develop the sensory and motor regions 
of the brain and help the brain's growth in many ways. Manual work which 
comes later in the child's life, helps to keep the brain growing in a normal 
way. It has a special influence on the development of association fibres. 
Brain work, so-called, differs from manual work in degree only. Each in- 
volves the other. 

One important source of ideas is muscular sense, which is the feeling of 
movement that one has when he makes a movement. Ideas of space, 
distance, size, shape, etc., and of time are due chiefly to muscular experi- 
ences. Manual training, is, then, a very helpful form of mental education. 
The action of the will in conduct is dependent upon ideas of movements, 
which have gained through muscular experiences. The larger forms of 
movement are needed most as a basis of thinking in early life period. The 
adult can think abstractly with very small movements, but the adult even 
must use comparatively large movements when he thinks concretely, and 
especially if he gives his thoughts to others. The more of these movements 
one has at his command and the better his control of them, the surer and 
more perfect his thinking 1 . 

In the kindergarten and primary grades, sewing, weaving, pa- 
per folding and cutting, clay modelling, card-board work, basketry, 
and simple wood work, were taught incidentally as noted in the re- 
port, but in the fall of 1900 manual training became a part of the 
curriculum of study in all grades of the Training Department. A 
few months later, by action of the State Normal Board, this subject 
was incorporated in the academic-professional courses of all the 
normal schools of the state, and in September, 1902, classes were 
formed in the normal department at Winona. 

Besides the formal instruction offered, the opportunity of get- 
ting a practical knowledge of the subject by studying methods of 
presentation and doing actual teaching in the training depart- 
ment was made a feature of the work from the start. This feature 



1. Republican-Herald May 27, 1901. 



WINONA STATE NORMAL SCHOOL 175 

has been a very helpful one and has been extended so that this year, 
through the co-operation of the superintendent of the city schools, 
all of the fifth and some of the sixth grade boys of the city schools 
have been taught bent-iron and cord work by normal school stu- 
dents. The work has been very satisfactory all around, and it is 
hoped to continue and extend this feature as the opportunity of- 
fers. 

No very material changes, so far as the general aim of the sub- 
ject is concerned, have taken place since its adoption as a regular 
subject. The school as a whole and the different instructors have 
aimed by various means to have the department add its effort and 
influence towards making the pupils and students better able to 
live and appreciate life in its highest sense. The various lines of 
work have been extended and modified and others added, and bet- 
ter quarters have been provided as the means of the school have 
warranted and the importance of the subject demanded. 

From occupying one small, unsuited basement room in the 
start, the department has been extended until now we have one 
large and exceptionally good basement room for wood work and 
cold metal work, accommodating 24 pupils; one finishing room ad- 
joining; one first floor room for clay modeling, pottery, basketry, 
and weaving, accommodating 32 pupils, with locker, wash, and 
supply rooms adjoining; and one basement room for firing and 
glazing. 

With the national awakening to the feeling that the United 
States has not done all it can, should, and must do in encouraging 
industrial education in justice to the mass of people, and to main- 
tain industrial supremacy in quantity and attain it in quality, it 
is probable that more will be attempted along the line of manual 
training since it is realized that too little time is devoted to it to 
obtain the best results. 

It is gratifying to know that quite a few of the students who 
have taken the work have found enough help and inspiration, with 
that obtained at special schools elsewhere, to hold responsible man- 
ual training positions, while many others who did commendable 
work have been called to very desirable positions to devote part of 
their time to manual training, thus obtaining an increased salary. 



176 HISTORICAL SKETCH 

The following is a list of teachers with their time of service : 

1900-1901, Miss Luella Tupper 

1901-1902, Miss Estelle Dalbey 

1902-1906, Miss Harriet M. Goodrich 

1906- Mr. John H. Sandt 

The first steps toward the introduction of the department of 
domestic science and art in this institution were taken in the fall 
of 1908, when a few two-plate gas burners were connected on un- 
used desks in one end of the chemical laboratory, and a large hood 
at the same end of the room was converted into a cupboard for 
supplies. Here the first class of seven worked. Before the year 
closed, however, the section of the building in which the first class 
found its home, was remodeled to provide the department's pres- 
ent quarters, — a laboratory accommodating a class of eighteen in 
domestic science and a spacious, sunny room opening out of it, 
in which the work in domestic art is carried on. During the sum- 
mer, much needed furnishings and equipment were added so that 
the fifty-three normal students and the forty-five girls in the ele- 
mentary school, who are at present pursuing work in the depart- 
ment, find very pleasant rooms and fairly complete equipment at 
their service. 

The aim in sewing is to give the student experience in planning 
and making articles which will be suitable for use in a course in sew- 
ing in the elementary schools. Models of the different stitches are 
made, patterns drafted, and garments made from drafted patterns. 
The course is planned so that a student may substitute one-half 
term of manual training for the more advanced half of the work in 
sewing. 

The course in cooking includes a study of the composition of 
food materials, the nutritive value and digestibility of foods, and 
the principles involved in cooking. A brief period is devoted to 
the study of dietetics, each student planning and serving a meal, 
at the end of the term of daily work in the kitchen. High school 
records in chemistry or physiology have been required for appli- 
cants for this course. 



WINONA STATE NORMAL SCHOOL 177 

STUDENTS' LOAN FUND 

In the spring of 1894 a Students' Loan Fund was established 
to assist students who, because of lack of funds, were finding it 
difficult, or in many cases even impossible, to continue in school. 

By the fall of that year, some money then on hand from 
lectures and from other sources having been transferred to this 
fund, it reached the sum of $99.28, and in January, 1895, the first 
loan was made. 

The administration of this fund is entrusted to a committee 
composed of the President and two other members of the faculty, 
under the following rules: 

1. No loans shall be made except to students who have been in at- 
tendance as much as half the time required to complete the course 
from the time of entering the school. 

2. Not more than one hundred and fifty dollars shall be loaned to one 
student. 

3. Money loaned to students shall bear no interest until date of leav- 
ing school, after which the rate of interest shall be four per cent. 

4. Money loaned must be repaid within two years after leaving school, 
unless special circumstances, such as sickness, prevent. 

5. In special emergencies, such as serious illness, funds may, at the 
discretion of the committee, be given without prospect of re-pay- 
ment. 

6. Money shall be paid out of the Fund only upon orders signed by 
two members of the Committee. 

Since its establishment, the fund has grown to $1,215.33, de- 
rived from the following sources : 

Hutchinson Fund left by class of '88 $ 38. 00 

Contributed by Class of '93 8 . 85 

Contributed by Class of '94 7 . 56 

Received from lectures 98 . 70 

Interest on Normal Home Fund 136. 11 

Contributed by Class of '95 75.00 

Contributed by Class of '97 50.00 

Contributed by Class of '98 44. 02 

Contributed by Class of '99 48.00 

Contributed by Class of '01 42 . 50 

Unknown donor thru C. A. Morey 50.00 

Contributed by Class of '04 45 . 00 

Contributed by Class of '05 66. 10 

Contributed by Class of '06 130.00 



178 HISTORICAL SKETCH 

Contributed by Class of '07 67 . 00 

Contributed by Class of '08 68.00 

Accumulated interest 240.49 

$1215.33 

Outstanding notes, April 1, 1910 $1130.00 

Balance on hand, April 1, 1910 85. 33 

$1215.33 

For its largest single contribution the fund is indebted to Miss 
Inglis, whose management of the Normal Home during the years 
1883-1894 was such that the sum of $1200.54 was realized, and the 
interest on this was applied to the Students' Loan Fund. 

Since 1895 one hundred forty-two loans, averaging $34.00 each, 
have been made to students, and it is a fact worthy of comment 
that every note but one has been paid. At present there are thirty- 
two notes outstanding and a balance at the bank of $85.33. That 
this fund has been of inestimable value is unquestioned by those 
who have assisted in its administration. 



THE WINONA NORMAL BULLETIN 

The Winona Normal Bulletin was founded in 1904 and de- 
voted to the interests of elementary education in Minnesota. It 
had its origin in the desire of the normal faculty to widen the in- 
fluence of the school and to do what it could to promulgate sound 
educational doctrines. Some of the things which the Bulletin has 
done in fulfillment of the purpose for which it was founded are the 
following : 

1. It has reported from time to time items of educational 
interest, especially such as would keep the alumni and friends of 
the school informed both in regard to the current work of the school 
and as to what the graduates are doing in their various fields ; 

2. It has presented some of the newer statements of the aims 
and methods of education and of teaching. In doing this it has 
sought to separate what is permanent and worth while from what 
is transient and showy; 

3. It has published studies made by members of the faculty, 
which have a close relation to school problems ; 

4. It has printed the course of study for the elementary 
school, giving the theory of the different school subjects as well as 
describing the methods of teaching employed in these subjects. 



WINONA STATE NORMAL SCHOOL 179 

The Bulletin was edited by Mr. E. M. Lehnerts from 1904 to 
1906, by Dr. G. O. Virtue from 1906 to 1909, and by Mr. J. S. Gay- 
lord since 1909. 

The numbers thus far published have contained the following : 

1. "The Meaning of Freedom," (17 pp.), by Dr. Millspaugh. 

2. "Reading," (20 pp.). by Theda Gildemeister. 

3. "Story-Telling in the Primary School," (16 pp.), by Helen Staples. 

4. "Arithmetic," (15 pp.), by Kate L. Sprague. 

5. The Annual Catalog, 1904-1905. 

6. "The Normal School at Winona 1864 to 1876," by Wm. F. Phelps. 

7. "Language Work in the Grades," (16 pp.), by Mrs. C. B. Chorpen- 
ning. 

8. "Training Schools and Rural Teachers," by Christine Goetzinger; 
"The Normal Spelling List;" "Geographical Debates," etc., (30 pp.). 

9. The Annual Catalog, 1905-1906. 

10. "The Art of Listening to Music," by C. V. Smith; "A List of Pop- 
ular Boys' Books," by W. W. Charters, and "The Kindergarten Training De- 
partment," (24 pp.). 

11. "Teachers' Salaries and Living Expenses," (45 pp.), by G. E. Max- 
well. 

12. "Manual of the Elementary School," (145 pp.), by the Faculty. 

13. The Annual Catalog, 1906-1907. 

14. "Wm. Franklin Phelps;" "His Educational Services," by Dr. Irwin 
Shepard; "His Relation to the Reopening of 1864," by Hon. E. S. Youmans; 
"The Course of Study;" "The Literary Societies;" "The Semi-Centennial," 
etc., (24 pp.). 

15. "Cardboard Raffia Weaving," Illustrated, (11 pp.), by J. H. Sandt. 

16. "The Minnesota School System," (14 pp.), by Dr. G. O. Virtue. 

17. The Annual Catalog, 1907-1908. 

18. "The Training of Teachers, Changes in the Course of Study," etc. 
etc. 

19. "Notes on Discipline in Education," (22 pp.), by J. S. Gaylord. 

20. Rural School Number; "Socializing a Rural Community," (8 pp.), 
by Mabel Carney. 

21. The Annual Catalog, 1908-1909. 

22. "Manual of the Elementary School: Course of Study," Part I, 
(78 pp.). 

23. "Manual of the Elementary School: Course of Study," Part II, 
(80 pp.). 

24. The Annual Catalog, 1909-1910. 

25. The Semi-Centennial number. (To be issued in June, 1910.) 



180 HISTORICAL SKETCH 

WINONA TEACHERS AND GRADUATES IN SOUTH AMERICA 

There are but few countries in which the influence of American 
teachers has not been felt in a greater or less degree. It should be 
a matter of interest and pride to the Normal School at Winona, that 
fifteen of the sixty-one North American teachers who have gone to 
the Argentine to serve as pioneers in educational work, have been 
from this institution. It is said that they, with other teachers 
from other parts of our country, set their seal indelibly upon the 
schools of the second greatest republic of South America and in- 
fluenced to a considerable degree the educational system of the 
whole continent. The influence of these schools, which opened up 
a new horizon to the average Argentine woman, especially in the 
provinces outside of Buenos Aires, has been felt in all the walks of 
life and was the origin of a great educational movement which de- 
veloped students and thinkers, and demonstrated the necessity of 
special preparation for the profession. 

The real work of the teachers from the United States was that 
of character building, shown in the influence of their lives upon 
the pupils and parents. The habits and customs of these teachers, 
especially their truthfulness, order, industry, and piety, made an 
impression upon the lives of the Argentine student, and as the re- 
sult of the good work done by them, it is said that there are more 
highly educated young women in the Argentine than in any other 
country in South America. 

In 1864 General D. F. Sarmiento, one of the founders of the 
Republic, was appointed minister plenipotentiary to the United 
States, and while here was elected president of the Republic. He 
was a friend of Horace Mann, and having been himself a teacher, 
was profoundly impressed by the school system of our country. 
He founded the first normal school in the Argentine Republic at 
Parana, and conceived the idea of procuring trained and experi- 
enced teachers to carry on the work. 

All of the teachers worked nobly and faithfully for the ad- 
vancement of education and for the moral uplift of the community 
in which they labored. If one obtained seemingly more satisfac- 
tory results than another, it was due in part to the temper of the 
people among whom they worked; some communities welcomed 
gladly these foreign instructors, while others, for religious or other 
reasons, were averse to their presence. 



WINONA STATE NORMAL SCHOOL 181 

Mr. J. W. Stearns, who was chosen as first tutor of the Winona 
Normal School on November 1, 1860, was one of the first to be se- 
lected from this institution to go to the Argentine. He taught for 
a time in the Parana Normal and later was sent by the government 
to Tucuman to organize a National Normal School. Miss Wade 
of the class of '68 was appointed Directress of the Model Schools in 
Parana in 1874. She endeared herself to the hearts of the people 
and helped prepare the way for the teachers who would follow. In 
1877 she resigned her position and was asked to name her successor, 
which was Miss Franc Allyn of the class of '71. 

Other teachers were needed to organize schools in other prov- 
inces and Miss Wade secured the appointment of Miss Mary O. 
Graham of the class of '68. On account of her unique personality, 
dignified bearing, and scholarly attainments, she was one of the 
best known of the American teachers. 

She was Directress of the Girls' Normal School in San Juan for 
several years, was a great organizer and did work in the Argentine 
which will abide forever. In 1888 a marked compliment was paid 
her by the minister of education by appointing her Directress of 
the new school established in that year in La Plata, the youngest, 
most modern, and wealthiest city in the country, in close proximity 
to the great city of Buenos Aires. This school, on account of the 
desirability of its location, and its costly, palatial edifice, was a 
prize to be coveted. She filled the position with great distinction 
until death cut short her career in 1902. At her demise the national 
government rendered her funereal homage worthy of its own most 
honored citizens. Miss Allyn remained in Parana as Directress 
of the model schools for five years, during which time Miss Clara 
Allyn of the class of '77 was appointed to assist her in her work. 
She also secured the appointment of Miss Kate Grant, a teacher in 
this institution, to the Girls' Normal School in Mendoza. She re- 
mained there two years and then succeeded Miss Allyn. She was 
a teacher of unusual ability, strong, quiet, dignified, forceful, yet 
winsome, and one who inspired her pupils with her own high ideals 
of life and work. She was rare in her organizing and constructive 
ability and especially strong in administrative matters and could 
be trusted absolutely under all circumstances to work out her 
problems in an effective manner. 



182 HISTORICAL SKETCH 

In 1878 Miss Clara Armstrong, a teacher in this school, went 
to the Argentine. She was directress of the Girls' Normal School in 
Catamarca for several years and afterwards taught in Buenos Aires ; 
she was a teacher of great ability. She secured the appointment 
of her sister, Miss Frances Armstrong, of the class of '79, who was 
Directress of the Girls' Normal School in Cordova and did faithful, 
efficient work for many years in the Argentine. 

In 1883 the minister of education resolved to found a Normal 
School in each province. He wished to secure the most efficient 
teachers possible from the States for these positions, and realized 
that teachers who had lived in that country several years would 
know the qualifications necessary in a teacher to fill successfully 
these positions. Miss Clara Armstrong and Mrs. Franc Allyn 
Morgan were each invited to select eight of the best available 
teachers, who would be competent to take charge of these new 
normal schools. Those selected by Mrs. Franc Allyn Morgan, as- 
sisted by Professor William F. Phelps, were Mrs. Sara Eccleston, 
Misses Sarah Strong, Alcinda Morrow, Antoinette Choate, Myra 
Kimball, Mary Youmans, all teachers or graduates of this institu- 
tion; Miss Bernice Avery, an ex-student and successful teacher in 
Rochester, and Miss Annette Haven who had made a fine record as 
a teacher in this state. 

Sr. Torres, Director of the Parana Normal, an eminent educator 
and formerly minister of education, in writing to Mrs. Morgan says : 
"Every day I am more and more grateful to you and Prof. Phelps 
for the very fortunate selection of the distinguished teachers. All 
are excellent, not only for the qualifications of their character, but 
also for their intelligence and ability. My desire to procure new 
teachers from the United States has been more than realized. 
Those whom Miss Armstrong selected are also very good. With the 
addition of these new teachers the normal schools have received a 
great impetus and are on the road of progress." 

Mrs. Sara Eccleston organized the first Kindergarten in the 
Republic at Parana, she had charge of the work there for several 
years. The government then appointed her General Inspector and 
Organizer of Kindergarten and Training Schools thruout the coun- 
try. She also had charge of a large training school in Buenos Aires. 
In 1896 she translated and published "The Child and Child Nature," 
by Baroness Marenholtz von Buelow. It is said that she has done 



WINONA STATE NORMAL SCHOOL 183 

more for the advancement of educational sentiment among women in 
the Argentine than any one else. In recognition of her work the gov- 
ernment gave her a pension, and altho not now actively connected 
with the National Normal Schools, she is still working in the interest 
of education. At this time she is superintending the organization 
of a very large Kindergarten and training class to be connected 
with the normal school in Mendoza. The plans for this new in- 
stitution are very extensive, the building and garden occupying two 
squares. She is inspectress of two Kindergartens kept up by a 
Kindergarten Society, President of the Y. W. C. A. in Buenos Aires, 
and is most closely connected with the educational interests of the 
country. 

Miss Sarah Strong of the class of '66 succeeded Miss Grant, 
doing honest and faithful work for four years, when her health be- 
came so much impaired that a change of climate was imperative. 
She chose Rioja, situated under the shadow of the Andes, as her 
new field of labor. Here she found ample scope and opportunity 
to exercise her remarkable talents, especially those of an organizer 
and disciplinarian. In recognition of her marked ability in these 
lines, the board of education of Rioja created the position of super- 
visor of the Public Schools of the city, which post she filled with 
entire satisfaction to the community, and this in addition to her 
regular duties in the normal school. She was an indefatigable 
worker. She died of tuberculosis in 1892, lamented by all who 
knew her. 

Miss Myra Kimball was connected with the model schools in 
Parana for some years. The government then sent her to Cata- 
marca as Directress of the Girls' Normal School. She was an un- 
usually successful and adaptable teacher, winsome in her ways 
with young children to a rare degree. Her methods were in a large 
degree original and the result of her own gifted personality. She 
was an inspirer of her student teachers. 

Miss Alcinda Morrow took charge of the National Normal 
school in Rosario three months after reaching the country. The 
building occupied by the school was a small house belonging to the 
national government. She succeeded in renting a more commo- 
dious building, and there began to work for a property for the school. 
She secured the gift of a park in Rosario from the provincial gov- 
ernment as a site and an appropriation from the national govern- 
ment for a very fine building. 



184 HISTORICAL SKETCH 

Miss Antoinette Choate was Vice-Directress of the normal 
school at Rosario. Student teachers counted it a great privilege 
to work under her suggestions, directions, and inspiration. 

Miss Mary Youmans was connected with the normal school at 
Rosario. She had scarcely begun her work as a teacher, when she 
was stricken down by an attack of typhus fever, which ended fatally. 
She was earnest, conscientious and efficient to the last degree; her 
aim was the highest attainable degree of excellence. 

Sr. Torres in writing of the work said, "The Misses Morrow, 
Choate, and Youmans have notably bettered the normal school in 
Rosario and are very much esteemed among the best families in 
that city." After Miss Youmans' death he writes, "I have felt and 
deplored very much the death of our dear friend ; she was so rich in 
intelligence and had such a beautiful character. She learned the 
Spanish language very rapidly and all who had the pleasure of 
knowing her, esteemed and admired her." 

Miss Bernice Avery occupied the position of Vice Directress of 
the new school of Rioja from the date of its organization. Her 
work was very successful. She did much to help popularize and 
give name and fame to that institution in its early days. 

These schools created for the Argentine girl new aims, ambi- 
tions, and ideals of life. They awoke to intellectual life and vigor. 
Very many have become teachers and are not only self supporting, 
but entire families are dependent upon them for their support. 
Some, experiencing a thirst for higher knowledge and other fields 
of usefulness, have taken a University course and have devoted 
themselves to literature, music, typewriting, book-keeping, etc.; 
and one has gained fame as a sculptress, one of her works adorning 
a fountain in the beautiful city of Buenos Aires. 

But it is not alone in Buenos Aires that these examples are 
found. In the far Andean provinces, by the wide waters of the 
Parana, in the regions of the Pampas, in the tropical north, in the 
wilder south, the normal graduate is found testifying to the results 
of the planting of seed by the American teachers during the past 
thirty-five years. 

In 1907 there were 34 normal schools in the Argentine Repub- 
lic, seventeen of them for women, with their corresponding training 
schools for practice, numbering in all 16,709 pupils. Young men 
and women are being prepared and will in turn prepare others for 
the profession of teaching or for some other useful life work. 



WINONA STATE NORMAL SCHOOL 185 

What has been said of the Argentine girl graduate can also be 
applied to very many of the young men graduates. They are found 
in all parts of the country, teaching, writing, many of them physi- 
cians, lawyers, professors, testifying by the fine quality of their 
service and success to the high ideals and aims set before them in 
their normal school life and training. 

This brief summary of facts may serve as a glimpse only of 
what some of your fellow workers have striven to do in a far away 
land. 

BIOGRAPHICAL SKETCHES 

DR. JOHN D. FORD* 

Dr. John D. Ford was born at Cornish, New Hampshire, April 
18, 1816. He graduated at Dartmouth College, and subsequently 
from the medical college of the city of Philadelphia, in 1843. Soon 
after he commenced the practice of medicine at Norwich, Connec- 
ticut, and early attained a high position, ranking with the very first 
among his professional brethren. While a resident of Norwich he 
was much interested in the educational institutions of that city, 
and labored earnestly in behalf of its common schools. Excessive 
devotion to his professional labors, however, produced a sensible 
effect upon his delicate constitution, and after a successful practice 
of about eleven years he was compelled to seek a climate more con- 
genial to his health, and he came to Winona, in 1856, while the 
young city was just emerging from wilderness. He here assumed 
his practice, which soon became extensive and successful in the 
highest degree. But the same earnest devotion to his work, which 
was an eminent characteristic of Dr. Ford soon began to weaken 
his frail constitution, and he was compelled to relinquish the prac- 
tice of his profession and turn his attention to pursuits better suited 
to the condition of his health. Accordingly he accepted the agency 
of several of the old and responsible insurance companies of the 
east; with his great organizing and executive abilities, his quick and 
clear perceptions, and good judgment, he, within a short time, es- 
tablished extensive and important business relations between these 
companies and the citizens of this state. Bringing with him to his 
western home the same earnest interest in the cause of education 
which he had felt in New England, he early identified himself with 
the history and progress of the common school system of this city 

*These facts are taken from the history of Winona County. 



186 HISTORICAL SKETCH 

and state. His work was a pioneer work, so to speak. It was un- 
dertaken at a time when there was no public sentiment to sustain 
such efforts, and when there were difficulties and prejudices to be 
encountered which often appal the stoutest hearts. But the crown- 
ing labors in the life of this great and good man are those which he 
so unselfishly and nobly gave toward the establishment of the 
normal school system of this state. His work in the city of Winona 
will be thru all the coming generations a monument to his far- 
seeing intelligence, and to his generous regard for the future wel- 
fare and greatness of his adopted state. In his relations to it he 
belongs to the state, and the generous people of the state will ever 
cherish as one of its best friends and noblest benefactors. He died 
October 29, 1867, at the age of fifty-one, and was buried in Wood- 
lawn Cemetery, near the beautiful city he so much loved, and a few 
years after his devoted wife followed him to the same resting-place. 
The Normal School Board and the Board of Trade both passed and 
entered on their files suitable resolutions of respect to their honored 
friend. 

PRINCIPAL JOHN OGDEN 

John Ogden was born in Ohio in 1824. At nineteen, while 
working at blacksmithing, he was kicked by a horse and his arm 
was broken. Not being able to work at his trade for some time, he 
concluded to enter the teaching profession. He found the work so 
congenial that he made it his life work. 

He studied and taught in the Ohio Wesleyan University at 
Delaware, Ohio; was principal of one of the schools at Columbus 
Ohio, president of the Hopedale Normal School, Hopedale, Ohio 
and was engaged for some years in institute work. 

In 1860 he was elected principal of the Minnesota State Normal 
School, resigning December 14, 1861, to enter the army, enlist- 
ing as a private in the First Wisconsin cavalry. Later he was 
made lieutenant. While recruiting a colored regiment of which he 
was to be captain, he was taken prisoner. The last nine months of 
the Civil War he spent in rebel prisons where he suffered untold 
hardships. He escaped three times, but was re-captured by blood 
hounds, but was finally exchanged at the close of the war. 

In 1866 Mr. Ogden married a former pupil of his, known at the 
Winona Normal as Gussie Brewster. After leaving Winona, Miss 
Brewster was engaged in teaching in the public schools of St. Paul, 
her home. 



WINONA STATE NORMAL SCHOOL 187 

After their marriage Mrs. Ogden was associated almost con- 
tinuously with Mr. Ogden in his school work. At Fisk University 
she was engaged as teacher and music instructor, assisting George 
L. White in training the famous "Jubilee Singers." In 1872 she 
took her two boys, one three and one five, and went to Boston to 
study kindergarten with Miss Mary J. Garland. On completing 
the course, she returned to Ohio and conducted the first kinder- 
garten in the state. She made the kindergarten her life work, only 
giving it up in 1907 on account of Mr. Ogden's ill health. 

After the war, Mr. Ogden was engaged for some time in the 
Freedman's Bureau in Tennessee and Kentucky. He organized 
Fisk School at Nashville and was principal for some time, the school 
later organizing as a University with him as president. He re- 
mained here until 1870, when he resigned to accept a position as 
president of the preparatory department of Kenyon College at 
Gambier, Ohio. From there he went to Worthington, Ohio, to 
take charge of the normal school, remaining here until 1882, when 
he removed to Washington, D. C, where he and Mrs. Ogden con- 
ducted a kindergarten and kindergarten training school. He 
then went to Dakota with his sons to take a soldier's land claim. 
He remained in North Dakota several years, serving as institute 
conductor, county superintendent, and state superintendent. 
From Bismark he went to Minneapolis, where he and Mrs. Ogden 
conducted a kindergarten and kindergarten training school from 
1894 to 1907. Three years ago they went west to make their home 
with their children. Mrs. Ogden died at her daughter's home in 
Seattle in 1908. At this writing Mr. Ogden is yet living at Seattle, 
Washington. 

PRINCIPAL WILLIAM F. PHELPS 

William Franklin Phelps, the son of Halsey and Lucinda 
(Hitchcock) Phelps, was born at Auburn, New York, February 15, 
1822. He attended the public schools and taught county schools 
from 1838 to 1843. He graduated at the State Normal School at 
Albany in its first class under David P. Page in 1846 and received 
from Union College, Schenectady, under the presidency of Dr. Nott, 
the degree A. M. in 1852. In the same year he married Caroline C. 
Livingstone of Albany. He was in charge of the model department 
of the Albany Normal after graduation until 1852. 



188 HISTORICAL SKETCH 

In 1855, he was called to the principalship of the State Normal 
School at Trenton, New Jersey, which he organized and conducted 
for nine years, after having planned the spacious and commodious 
buildings. He organized the Farnum Preparatory at Beverly, N. 
J., in 1857. He was the president of the American Normal School 
Association from 1856 to 1863. In 1864 he was invited to take 
charge of the State Normal School at Winona, Minnesota, which 
institution he reorganized, and here also planned its splendid build- 
ing. Mr. Phelps was at the head of this institution for twelve years. 
He accompanied the Yellow Stone Expedition in 1873, and brought 
back rare and valuable collections. 

In 1875 he was elected president of the National Education 
Association for the Centennial year, presiding over that body at its 
meeting in Baltimore, and also over the first International 
Educational Conference ever held, its meetings occurring in the 
Centennial Building at Philadelphia in July, 1876. At this con- 
ference twelve foreign countries were represented by seventeen 
officials, and twenty-four states and territories by one hundred 
two active and prominent educators. The proceedings of the Con- 
ference, which are of great interest, were published by the United 
States Bureau of Education in pamphlet form in 1877. 

In 1876 he resigned the principalship at Winona and accepted 
the presidency of the Whitewater Normal School in Wisconsin, 
which position he held for two years. He was superintendent of 
the Winona public schools for the years 1878-79 and 1883-84. 
From 1881-1886 Mr. Phelps was secretary of the Board of Trade 
of Winona; from 1886 to 1887, secretary of the Chamber of Com- 
merce of St. Paul; and from 1887 to 1890, secretary of the Chamber 
of Commerce of Duluth. He was the organizer, temporary chair- 
man, and permanent secretary of the "Soo" (Canal Improvement) 
convention in 1887. From 1897 to 1903 he was the resident di- 
rector of the Duluth Normal School, planning its first building and 
assisting in the organization of the school. 

In 1875 Mr. Phelps published his "Teachers' Hand-Book." He 
also published "Normal Schools of Europe and America" (A New 
Jersey State Publication). From 1876-78 he was editor-in-chief 
of the Educational Weekly; also editor of "A Nebulo-Meteori's 
Hypothesis of Creation," (1904-5). 



WINONA STATE NORMAL SCHOOL 189 

He is referred to in Who's Who and in Johnson's Encyclopedia 
as an "American Educator and Author." Mr. Phelps died in his 
86th year at St. Paul on August 15, 1907. For an address by Dr. 
Shepard at his funeral see the Bulletin for October, 1907. His 
body was interred in Woodlawn Cemetery, Winona. 

PRINCIPAL C. A. MOREY 1 

Charles Anson Morey was born of Scotch-English parentage 
in Vershire, Vermont, on the ninth of August, 1851. Ten years 
later the family moved to Minnesota and it was at Chester 
that the lad received for the next eight or nine years the 
education that fitted him for his later responsible duties, — edu- 
cation obtained in the winter months from the village school, and 
in summer from whatever work offered — he being in turn helper 
on a farm, joiner, and millwright. 

In 1870, though still in his teens, he was called to teach his first 
school; meeting with very creditable success in this field of en- 
deavor, the following year he, in company with several young men 
of his neighborhood, came to Winona and entered the State Normal 
School to prepare himself more thoroly for what he at that time 
had determined should be his life work. On the 22nd of May, 1872, 
he was graduated at the head of his class, and was at once selected, 
to take charge of the new department of natural science soon to be 
established. Accordingly, in September of that year he entered 
the Massachusetts Institute of Technology in Boston as a special 
student in the scientific department. In the next two years he 
passed thru the entire laboratory course of that great, practical 
institute of learning. During the latter part of the last year he 
worked in company with Prof. A. Graham Bell, the inventor of the 
telephone. At the close of the year he read a paper before the 
Society of Arts and Sciences of the Institute, describing and illus- 
trating his improvements upon the phonantograph, an important 
acoustical instrument. The paper was published in The American 
Journal of Science, and the improvements noted have been gen- 
erally adopted. 

In the spring of 1874 Mr. Morey was elected professor of natural 
science in the State Normal School at Winona. Under his direction 
laboratories were established and the new experimental method of 
teaching sciences put in full operation. 

1. Since all of the valuable information discovered regarding the life and character of 
Mr. Morey could not be used in this short sketch, the sources have been listed and filed in, 
the office of the Winona Normal School. 



190 HISTORICAL SKETCH 

In 1876, upon the resignation of Principal William F. Phelps, 
Mr. Morey was chosen his successor, and with signal ability and 
success met the difficulties and perplexities of the situation. In 
recognition of Mr. Morey 's distinguished services to the cause of 
education in the state generally, Mr. Thomas Simpson said: "He 
was one of the most enthusiastic friends and advocates of public 
education that we have ever had in our state. He had strong, 
forceful, intellectual ability and power. He was a teacher, a law- 
yer, a good business man, but he will be remembered not for any 
prominence in any of these lines so much as he will for his splendid 
executive and administrative ability in educational affairs, for his 
organizing power and fruitful suggestions as to managing and legis- 
lating in regard to public education, and especially to our normal 
training schools. Upon this will rest his enduring, fadeless fame 
in Minnesota." 

Tho in 1879 he resigned the principalship to enter the pro- 
fession of law, in 1888 we again find him a leading factor in the ad- 
ministration of normal school affairs — as member of the Normal 
Board and resident director for Winona, a position he held without 
interruption until the day of his death. 

In our civic .life the range of Mr. Morey's activities and general 
usefulness was well illustrated. For many years he was president 
of the Winona Savings Bank, succeeding the late Secretary Win- 
dom in that position. For about twenty years he was secretary of 
the Winona Loan and Building Association. He was a member of 
the city council for four years and of the Board of Education for 
six years. While in the former body he was an enthusiastic advo- 
cate of the scheme then proposed by W. A. Finkelnburg, for 
the creation of Riverside Park, and to his wise foresight is largely 
due the splendid results which followed. Similarly, as a member 
of the Board of Education, he was an active and influential supporter 
of the project for the erection of the present high school building. 
He was a trustee of the public library, the resident director and 
treasurer of the Normal School, a member of the State Normal 
Board since 1888, and its president at the time of his death. He 
was a United States commissioner for many years and was selected 
by the government authorities to hear the famous Minneapolis 
census cases. As an organizer and member of the State Board of 
Control, he rendered valuable public service. Locally, Mr. Morey 



WINONA STATE NORMAL SCHOOL 191 

was at the time of his death a member of the charter commission 
appointed by Judge Snow and one of its most intelligent and in- 
fluential members. He was also president of the Arlington Club, 
a leading social organization, the scope of whose functions he wished 
so to broaden that it might embrace an active participation in civic 
affairs. 

"In his more intimate friendships, he was staunch, brave, and 
kindly; he kept in touch with his many loved acquaintances by 
peculiar and significant courtesies — the sending of a worthy book, 
an inquiry about the message in another, a pungent note of greet- 
ing 1 ." 

When he died on September 26, 1904, he left a wife, Kate Louise 
Berry Morey, daughter of the late Gen. C. H. Berry, and four chil- 
dren. 

He had some prescience of his death, and for some months 
preceding that event, frequently voiced a desire to die at his work 
or out-of-doors instead of in bed. Fortunately a friend's invitation 
to drive was the means by which the "God of the Open Air 2 " 
granted him his wish, and, with head pillowed on the soft, green 
grass, he died where he longed to die, under the blue and cloudless 
sky. 

PRESIDENT IRWIN SHEPARD 

Dr. Irwin Shepard was born at Skancateles, N. Y., July 5, 1843. 
He attended the State Normal School at Ypsilanti, Mich., in 1860- 
1861. This normal school he left to serve in the 17th Michigan 
Infantry Volunteers, 9th Army Corps, from 1862 to 1864, when he 
was discharged on account of wounds received in the Battle of the 
Wilderness, May 6, 1864. Dr. Shepard is decorated with a Con- 
gressional Medal of Honor for meritorious services at Knoxville, 
Tenn., November 21, 1863. He attended the Ypsilanti Normal 
School again in 1865, but later attended Olivet College, Mich., from 
which institution he graduated in 1871. His Alma Mater con- 
ferred on him the degree of A. M. in 1874 and of Ph. D. in 1893. 

In 1871 he married Mary Barret Elmer. The same year he 
was elected to the superintendency of the public schools of Charles 
City, Iowa, serving in this capacity till 1875. From 1875 to 1878 

1. Pres. Weld in The Normal Red Letter, Moorhead, Oct. 1904. 

2. This poem of Van Dyke's voiced Mr. Morey's love of nature. 



192 HISTORICAL SKETCH 

he was principal of the high school at Winona, Minn. Then he 
served one year, from 1878 to 1879, as superintendent of the Winona 
public school system. In 1879 he was elected president of the 
Winona State Normal School, serving in this capacity until the 
fall of 1898. He had served some years as secretary of the National 
Education Association. His unusual capacity for long sustained 
hard literary work, aided by his mechanical orderliness in attending 
to routine tasks, made him so indispensable to the N. E. A., that 
he was in that year elected permanent secretary of that organiza- 
tion. This position he still fills with undiminished ability. His 
permanent address is still Winona, Minn., where the association 
has erected a building adjacent to his private residence, for use as 
the office building of the N. E. A. Secretary. Dr. Shepard thus 
continues to live within a block of the Normal School building, in 
which he has seen nineteen years of service. On occasion he still 
visits the Normal School, and his addresses to the students, char- 
acterized by clearness of thought and vigor of expression, are al- 
ways appreciated. He is also a good story teller, and his accounts 
of war time experiences are greatly relished by his friends. 

PRESIDENT JESSE F. MILLSPAUGH 

The subject of this sketch was born on a farm near Battle 
Creek, Mich., June 18, 1855. Before reaching the age of three 
years his mother died, leaving the care of her five sons, one an 
infant and the eldest nine years old, to their father and her sister, 
who came into the home to fill the vacant place. The father lived 
but a short time after the death of the mother, and the care of the 
family of boys fell to the aunt. 

The boys began their education in the country schools, attend- 
ing during the winter months, when they could be spared from the 
farm work. At the age of fourteen Jesse began the study of Latin 
and Algebra under an older brother, and the following year entered 
the village high school. After one year here he joined the junior 
class of the Ann Arbor high school. Here, while still pursuing his 
high school course, on the recommendation of the city superin- 
tendent, he taught private classes in Latin. 

In 1875 he entered the State University of Michigan, and tobk 
a prominent place in his class. In his Sophomore year he was 
elected one of the editors of "The Oracle," the class publication. 



WINONA STATE NORMAL SCHOOL 193 

Thruout his college course he continued his private teaching. 
When a junior, he was appointed to fill the position of teacher of 
Latin in the Ann Arbor high school during the illness of the regular 
teacher, which lasted several weeks. In his senior year he was 
elected class orator, and delivered an oration on the subject, "Re- 
sponsibilities of the American Scholar." He served as president 
of the Student Christian Association during his senior year, grad- 
uating from the classical course of the University in 1879. 

Upon graduation, young Millspaugh was elected principal of 
the high school of Frankfort, Ind. After filling this position for 
two years he returned to the University of Michigan to take up the 
study of medicine. Completing the first two years of the course 
in one year at Ann Arbor he entered the medical department of the 
University of Pennsylvania and graduated with "honorable men- 
tion" in the spring of 1883. 

The young doctor now turned his face toward the west in search 
of a field, and, locating in Fremont, Nebr., began the practice of 
medicine. But his health having become somewhat impaired dur- 
ing his long course of study, he gave up his practice after a few 
months, temporarily, as he supposed, and accepted the position 
of principal of the academic department in the Salt Lake Collegiate 
Institute, Salt Lake City, Utah. After two years as principal of 
this department, he succeeded Prof. John M. Coyner, founder of 
the school, as superintendent. The institution included all grades 
from kindergarten to college preparatory, and, with several others 
of a similar character conducted by the Home Mission Boards of 
the various churches, supplied the place in the city of a system of 
graded schools. 

Dr. Millspaugh now settled down to his new profession, and 
gave up his purpose of returning to the practice of medicine. In 
1886 he was married to Mary C. Parsons, the eldest daughter of 
Captain and Mrs. E. H. Parsons, prominent Gentiles of Salt Lake 
City. Miss Parsons had graduated from the Salt Lake Collegiate 
Institute and had studied at Wellesley. Two daughters complete 
the family, Winnefred, at present a junior in Leland Standford 
University, and Helen, a senior in the Hollywood, Cal., high school. 

In 1890 Salt Lake City came under the control of the Gentile 
element. A city board of education was established; a system of 
graded schools inaugurated, and Dr. Millspaugh chosen first super- 
intendent of city schools. He held this position until 1898. 



194 HISTORICAL SKETCH 

In December of that year he was elected president of the State 
Normal School at Winona, holding this position until 1904, when, 
owing to climatic conditions, he left the state of Minnesota to ac- 
cept the presidency of the Los Angeles Normal School. 

On assuming the presidency of the Los Angeles Normal, Dr. 
Millspaugh made, as one of the leading features of his policy, the 
extension of the work of the normal school to the public schools of 
Southern California. Accordingly, extension lectures by eminent 
instructors in various departments have been given each year to 
the teachers of many towns and cities in the vicinity. In connec- 
tion with these efforts, the class rooms of the school have been open 
for special work on Saturday, and in every way possible endeavor 
has been made to impress upon the constituency of the school the 
desire of the institution to be of help to teachers in service, as well 
as to young men and women preparing to teach. 

The school has enjoyed a very encouraging development and 
growth. The enrollment has increased 75 per cent, since Dr. Mills- 
paugh took charge of the school, now numbering 750 normal stu- 
dents, with 600 pupils in the training school. There is now in 
progress a movement looking to the erection of entirely new build- 
ings on a larger site to accommodate the growth of the school. The 
school employs a faculty of thirty-five teachers. 

Dr. Millspaugh has been a member of the National Education 
Association for twenty years, and has been a member of the National 
Council and has twice served as secretary of this body. He was a 
member of the State Board of Education in Utah, and is now ex- 
officio member of the California State Board. 



PRESIDENT GUY E. MAXWELL 

Guy E. Maxwell was born on a farm in Mason County, Illinois t 
in 1870. His parents removed to a western Minnesota farm in 
1879, where he lived until the age of twelve. He completed the 
Appleton public school course except the twelfth grade, finishing 
the preparation for college in the academy of Hamline University, 
and earned the A. B. degree of that institution in 1893. He was 
active at various times in nearly all phases of college life, — in the 
glee club, as editor of the school monthly and class annual, as cap- 



WINONA STATE NORMAL SCHOOL 195 

tain of base-ball and foot-ball teams, and twice as the Minnesota 
representative in inter -state oratorical contests with speakers from 
eight other states. 

Mr. Maxwell first taught as principal of the Herman, Minn., 
village school, transferring after two years to the principalship of 
the Marinette, Wis., high school, remaining three years, from 1895 
to 1898. He then entered Teachers College and Columbia Univer- 
sity in special preparation for educational supervision, where, after 
earning the master's degree at the close of the first year, he spent 
a second year in study for the doctorate. The appointment as 
principal of the training department at Winona in 1900 was ac- 
cepted with the plan for an early return to the university for fur- 
ther study. In 1904, upon President Millspaugh's resignation to 
accept a similar position at Los Angeles, Cal., Mr. Maxwell was 
called to the presidency at Winona. 

He married Jeannette R. Evans of St. Paul, a college class-mate, 
in 1896. 



BRIEF BIOGRAPHICAL SKETCHES OF RESIDENT DIRECTORS* 

These brief sketches, with the exception of those for Messrs. 
Berry and Simpson, were taken from "The Book of Minnesotans," 
published in 1907. The sketch of Mr. Simpson was taken from an 
address by Judge D. E. Tawney before the Winona County Bar As- 
sociation, from an article in the Central Methodist and Winona 
District Reporter for May, 1905, and from a sketch in Bunnell's 
Winona. The sketch of Mr. Berry was prepared by Miss Frances 
Morey. 

THOMAS SIMPSON 
Resident Director, 1873-1884 

Thomas Simpson was born of Scotch descent at Robinsdale in 
the north of England May 31, 1836. The next year his parents 
came to the United States and settled at Rockdale near Dubuque, 
Iowa. He came to Minnesota when sixteen years of age to en- 
gage in engineering, and assisted in making a government survey 
of the territory of Minnesota in 1853. About this time he received 



* The biographical sketch of Mr. Morey, who was resident director from 1888-1904, is 
given in connection with the presidents of the school. 



196 HISTORICAL SKETCH 

a contract direct from the government to survey the reservation 
of the Winnebago Indians in Wisconsin. When Mr. Simpson came 
to Winona in 1856 the place was not yet incorporated, and in the 
spring of 1857 he assisted in securing the passage of a charter for its 
incorporation, which was passed by the territorial legislature in 
March of that year, and at the charter election held a month later, 
he was elected the first justice of the peace of Winona. He was 
also the first president of the board of education of Winona. 

In 1858 he was admitted to the bar, and from that time until 
his death was in active and successful practice, being president of 
the Winona County Bar Association at his death and for some time 
prior. 

"A prominent visitor in Winona in the early days, upon re- 
turning east, declared that he had met three young lawyers who 
would be heard from, viz., William Windom, who became Secretary 
of the Treasury in U. S., William Mitchell, who became one of the 
most eminent judges on the Supreme Bench in Minnesota, and 
Thomas Simpson." 

In 1860 he married Miss Isabelle Margaret Holstein of Lewis- 
burg, Pa., a singularly gifted woman. In 1862 he was appointed 
a member of the City Council from the first ward, and to this office 
he was twice re-elected. In 1864, when the Normal School of this 
city was closed for want of funds, he was appointed a member of 
the State Normal Board and his supervision and management as 
Resident Director of the school continued for about twenty years. 
From 1868 to 1870 and from 1876 to 1883 he was president of the 
Normal School Board. His term of service in this office was ex- 
ceeded by but one other, Hon. W. I. Pattee. His invaluable ser- 
vices in this capacity in 1876 have been discussed in another con- 
nection. 

In 1864 he was a delegate to the National Republican Conven- 
tion at Baltimore which nominated Lincoln for a second term. In 
1866 he was elected to the State Senate, serving two terms. In 
1904, was a presidential elector. He was an active and enthusiastic 
member of the Board of Trade of Winona and was the first president 
elected by that body. From 1856 to 1892 he was superintendent 
of the Sunday school of the Winona Central Methodist Church, and 
he contributed much of his time and energy to the Young Men's 
Christian Association. He was one of the organizers of the Second 



WINONA STATE NORMAL SCHOOL 197 

National Bank of Winona, serving for some time as its president. 
His latest work was done in February, 1905, in the preparation of 
an address which he contemplated delivering at a meeting of the 
Winona County Old Settlers' Association, of which he was presi- 
dent. He died April 26, 1905, at the age of 68, leaving three sons, 
George T., now Attorney General of Minnesota; James, a lumber- 
man in Washington; and Earl, the youngest, now County Attor- 
ney of Winona County. 



CHARLES H. BERRY 
Resident Director, 1885-1887 

Charles Henry Berry was born at Westerly, R. I., on Septem- 
ber 12, 1823, the son of Samuel F. and Lucy Stanton Berry. He 
was educated in the district school of Caton, N. Y., and in the 
academy at Canandaigua, the same state. He determined to enter 
the legal profession and studied in the office of E. C. Lapham, who 
afterward was elected United States senator. He was admitted 
to the bar in 1848, and soon entered upon a twenty years' partner- 
ship with Judge Chauncey N. Waterman. This partnership was 
started in Corning, N. Y., and was transferred, in 1855, to Winona, 
Minn. In this place he later took Mr. Morey, his son-in-law, as a 
partner. 

In 1850, before leaving Corning, he was married to Miss Frances 
Eliza Hubbell. 

He was the first attorney-general of Minnesota, holding office 
from 1858 to 1860, and was later elected senator from Winona 
County, which office he held for several terms. Among the ap- 
pointive offices which he held were those of membership on the 
board of directors of normal schools, member of the State Board 
of Corrections and Charities, and that of United States Commis- 
sioner. In 1888 he was appointed by President Cleveland a ter- 
ritorial judge for Idaho and held the office until 1890, when Idaho 
became a state. 

Among the city offices which he held was that of president of 
the school board, serving in this capacity for several years. In 
politics he was a democrat; in religion, an Episcopalian. 

He died on August 21, 1900, leaving his wife and their one 
child, Kate Louise Berry (Morey). 



198 HISTORICAL SKETCH 

WILLIAM P. TEARSE 
Resident Director, 1904-1905 

Tearse, William Pliny, lumberman; born at Stillwater, N. Y., 
June 27, 1844; son of Archibald Campbell and Caroline (Pierce) 
Tearse; educated in William McLaren's School, Sandy Hill, N. Y., 
and at Ft. Edward Institute, Ft. Edward, N. Y. Went to Eau 
Claire, Wis., in 1869, and engaged in lumber business; in 1873 be- 
came member of firm of Ingram, Kennedy & Co., lumber; in 1881 
was one of the organizers of the Empire Lumber Co., of which he be- 
came secretary. Came to Winona in 1886, where the company al- 
ready had established yards and where later its mills were erected. 
Interested in Ingram-Day Lumber Co., Lyman, Miss., and the Gulf 
Lumber Co., St. Louis, Mo.; President Merchants Bank, Winona 
Carriage Co.; vice president Western Elevator Co., all of Winona. 
Director State Normal School at Winona 1904-05. Married at 
Glens Falls, N. Y., February 13, 1871, Miss lone E. De Long. 
Club: Arlington. Address: Winona, Minn. 

H. L. BUCK 
Resident Director, 1905-1908 

Buck, Harry Lee, lawyer; born at Winona, Minn., June 21, 
1861; son of Cornelius Fellows and Nancy Jane (Robinson) Buck; 
educated in Winona State Normal School, high school, and Law De- 
partment University of Wisconsin. Admitted to bar 1882; has 
been engaged in practice of law at Winona, Minn., since 1883; 
member of the law firm of Fitzpatrick & Buck, established 1901. 
Democrat. Municipal judge, city of Winona; judge of probate for 
ten years, formerly city attorney, special judge Municipal Court, 
member and president school board. Vice president State Humane 
Society ; vice president State Initiative and Referendum League ; 
ex-president Winona Humane Society. Was chairman Democratic 
State Committee, 1902-04; delegate at large Democratic National 
Convention, St. Louis, 1904. Unitarian. Director State Normal 
School at Winona, 1905-1908. Member of U. A. O. D., A. O. U. 
W., Knights of Pythias, M. W. A. Married at Winona, 1887, Miss 
Ida Carpenter. Club: Arlington. Recreations: Outdoor diver- 
sions. Address: Winona, Minn. 




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WINONA STATE NORMAL SCHOOL 199 

S. H. SOMSEN 
Resident Director, 1909- 

Somsen, Stephen Herbert, lawyer; born in Howard County, 
la., May 29, 1877; son of G. J. and Emma H. (Gleason) Somsen; 
came to Minnesota, 1889; educated in Minneapolis High School and 
College of Law, University of Minnesota, graduating, degree of 
LL. B., 1898; unmarried. Admitted to the bar at St. Paul, Minn., 
June, 1898; began practice in Winona and has been partner in law 
firm of Brown, Abbott & Somsen since January, 1900. Member 
Minnesota State and Winona County Bar Associations. Democrat. 
Was special judge of municipal court, 1900-04. Municipal judge, 
1909 — . Director Winona State Normal School, 1909 — . Secre- 
tary and director Biesanz Stone Co. Mason (32°), Shriner. Di- 
rector Masonic Benevolent Association. Member Philharmonic So- 
ciety. Unitarian. Clubs: Arlington, Meadow Brook (director). 
Recreations: Golf, automobiling. Address: Winona, Minn. 



REMINSCENT SKETCHES 

F. L. Cook, '66 (First Class) 
President of State Normal School, Spearfish, S. Dak. 

In the summer of 1865 I was a boy of sixteen living on a small 
farm near Rochester, Minnesota, and was very eager to attend a 
good school. At that time the schools of Rochester were ungraded 
and poor. There were no school buildings, there was no school 
equipment. There were as yet scarcely half a dozen high schools 
in the state. 

After much anxious inquiry, I became convinced that the State 
Normal School at Winona was the only really good school suf- 
ficiently inexpensive and near at hand to be within my means. In- 
deed, my purse was so slender that I could not hope to stay long in 
school anywhere unless I could find opportunity to work my way 
in part. 

There was, to my mind, an objection to the Normal School that 
at first seemed almost insuperable. It was that I did not want to 
be a teacher. It had long been my ambition to become a physician, 
and I had said a thousand times that I would never teach. Teach- 
ing had seemed to me from early childhood to be the most unde- 
sirable of callings. I have now been a pedagog for more than forty 
years. 



200 HISTORICAL SHETCH 

I dwell on this point because my case is not an isolated one. I 
know of scores of teachers, some of them eminent in the profession, 
who would never have taught a day if the splendid work and in- 
spiration of some state normal school had not changed their an- 
tipathy for teaching to enthusiasm and love for the noblest of all the 
professions. And on this fact I base a plea that attendance at 
normal schools be not too strictly confined to those willing to pledge 
themselves in advance to enter the profession of teaching. 

I went to Winona, and on my arrival found the school occupy- 
ing a small rented frame building on the corner of Fourth and La- 
fayette streets. This was a most unpretentious building, with four 
small rooms heated by stoves, and with no modern conveniences 
and almost no equipment. All of this seemed most unpromising, 
even to a green country boy like myself, and I had an attack of 
homesickness. I took two days of written examinations, con- 
ducted by Miss Mary V. Lee, and was classified as a senior, a fact 
that would seem to indicate on the face of it that the scholarship 
requirements for admission were low. 

My unfavorable first impressions of the school did not last a 
fortnight. I quickly discovered that the teaching and management 
were admirable beyond anything of which I had formed any con- 
ception. I became so enthusiastic and happy that I could scarcely 
sleep. 

I had not observed a month in the primary grade of the Model 
School, over which Miss Sarah J. Timanus presided as critic teach- 
er, before I decided that I would be a teacher. 

At that time my estimate of the teachers of the normal school 
would, of course, be of little worth, if not corrected and supported 
by later observations and impressions. But I can say now, with 
certainty of making no mistake, that in those pioneer days the 
school had a marvelously able faculty. I observed Miss Lee's 
subsequent career as a teacher till near the day of her death, re- 
peatedly visiting her classes in the State Normal School at Oswego. 
New York, and I have heard a score of expert judges pronounce 
her the best teacher they ever knew. Miss Timanus unquestion- 
ably deserved high rank among the expert primary teachers of 
the United States. To Professor William F. Phelps, the president 
of the school, much of the credit for this splendid start must be 
given. His energy was wonderful, his executive power great. He 



WINONA STATE NORMAL SCHOOL 201 

seemed to know a good teacher almost at sight. The Phelps poli- 
cies, like the Roosevelt policies, have seemed to me, in the main, 
very good, and it is gratifying to at least one member of the first 
graduating class to note that they have dominated the school from 
that day to this. 

President Phelps's untiring devotion to the interests of the 
school, his love of system, his insistence upon punctuality, regulari- 
ty, and faithfulness made a lasting impression upon my young 
heart, and I wish gratefully to acknowledge that to the teachers I 
have named, and to the other beneficent influences of those early 
days at the Winona Normal School, I owe much of whatever suc- 
cess and happiness have fallen to my lot in the forty-five years that 
have since elapsed. 

After teaching for several years in country and city schools, 
I came back to Winona and took a post-graduate course. This was 
in 1871. I then found the school occupying the magnificent and 
well equipped building that forms the main front of the present 
splendid plant. President Phelps was still at the helm. Miss Lee 
was still there. The teaching was admirable, but no better than 
in the old days. The chapel exercises were the most impressive 
I have seen in any school. Those of the present day at the Normal 
are almost identically the same. After a very profitable and happy 
year, I bade adieu to my beloved Alma Mater and resumed work 
in my chosen profession. 

In 1876 I was invited to become a teacher in the Normal School 
and gladly accepted. Shortly before I entered upon my duties 
there, President Phelps resigned to accept a like position in the 
State Normal School at Whitewater, Wisconsin. He invited me 
to go with him, but I declined. Prof. C. A. Morey succeeded him 
at Winona. President Morey was an able executive and an ef- 
ficient teacher, but at the end of three years he resigned and entered 
upon the practice of law. He was succeeded by Dr. Irwin Shepard. 
I knew President Shepard well, having taken private instruction 
of him for several years. He was one of the most efficient resi- 
dents and teachers Minnesota has ever produced. Mr. Morey was 
soon appointed resident director, and the two very strong men, 
President Shepard and Director Morey, heartily pulling together 
were almost irresistible. They accomplished much. 



202 HISTORICAL SKETCH 

The Winona Normal School unquestionably owes much of its 
commanding influence and high rank as a training school to the fact 
that it never had a poor president, and to the further fact that its 
resident directors have almost invariably been men of ability and 
high character who have been singularly and unselfishly devoted to 
the interests of the school. 

In 1885 I was called to my present position a thousand miles 
from Winona, but I have by no means forgotten the dear old school 
to which I owe much. Indeed, I have kept sufficiently in touch 
with it to know that it not only has been, but is one of the greatest 
among the training schools for teachers. I have visited upwards 
of fifty state normal schools, and I rank my Alma Mater very near 
the top. Not only are its teachers always remarkably good, and 
its academic and professional work correspondingly thoro, but it 
gives more attention than most schools to the development of 
noble character and high ideals, tho normal schools in general are 
by no means lax in such matters. I like its splendid spirit, its sane 
methods, its rigid discipline, and am proud indeed to be enrolled 
as one of its graduates. 

REMINISCENT SKETCH 
Clara Caswell Greening, '68 

Since receiving, a few days ago, a letter from you, asking me 
to write what the "dear old Normal" means to me, I have been 
living again the days of my youth. 

In the fall of 1865, I entered the Winona Normal School, com- 
ing from the little village of Le Roy. Three of us went at the same 
time from that little town, Mary Graham, Marcia Spencer, and my- 
self, Clara Caswell. My father, Daniel Caswell, and William B. 
Spencer took us by team, a distance of about 70 miles, as there were 
no railroads through our town at that time. In fact, I was always 
obliged to go and come by team during my whole school course, ex- 
cepting the very last semester. In the fall of 1867 the C. M. & St. 
P. R. R. was built through LeRoy, and I went by train to McGregor, 
and then by boat to Winona. 

I shall always remember that first delightful, though rather 
tiresome trip in an open spring wagon, and the mixed feeling of 
awe, rapture and dread during our drive through Burns Valley. 
Only a year ago I had the pleasure of a drive through that same 



WINONA STATE NORMAL SCHOOL 203 

beautiful valley, and while the road is very materially improved 
since those early days, I experienced, at times, the same creepy 
feeling along my spinal column, when obliged to pass another team 
at certain narrow places, that I remember feeling over forty years 
ago. Every part of the valley is as beautiful as then, except Sugar 
Loaf, and a feeling of sadness came over me when looking at that 
historic bluff so despoiled by man. 

We three girls were installed in a room rented from Mrs. Til- 
lottson, and "kept house" during the first year of our school life 
in Winona. The school was held in a two story frame building on 
Fourth street, the Normal department occupying the second story, 
and consisting of an assembly room, a recitation room, and a cloak 
room. 

The school then comprised four classes, A, B, C, and D. We 
all entered the "D" class, but Marcia Spencer was soon promoted 
to the "C" class, and graduated before Mary and I did. 

When we entered school, Principal W. F. Phelps, Miss Mary V. 
Lee, and Mr. Adams comprised the faculty of the normal depart- 
ment; Miss Gilbert and Miss Timanus had charge of the Model 
rooms on the lower floor of the building. Mr. Adams had charge 
of the music, and soon after we entered, Miss Thompson was added 
to the faculty. 

How well I remember the looks, manners, and characteristics 
of each of those teachers. Principal Phelps was earnest, enthusiastic , 
and inspiring. We all had the highest respect and regard for him, 
and I think all will remember a peculiarity about his eyes, so that 
we never could tell or be sure whether he was looking at us, or at 
someone in another part of the room, but if we trusted that it was 
the other one, we were generally mistaken. He thoroughly en- 
joyed talking and expounding certain subjects, and I remember 
that sometimes when we had an especially difficult or poorly pre- 
pared lesson, we would skillfully lead him to talk on one of these, 
and he would occupy the whole recitation hour, and then be sur- 
prised to find the time gone, and assign us the same lesson for the 
next day. Not so Miss Lee. If there was one part of a subject 
over which she presided, that any of us did not thoroughly under- 
stand, or had not sufficiently prepared, she seemed to have the 
power of knowing it, and could see it as plainly as the X-ray can 
now locate a hidden substance, and the first question that she would 



204 HISTORICAL SKETCH 

ask us would be the one we could not answer. The consequence 
was that the lessons for Miss Lee's classes were learned first and 
best. She was a most excellent and conscientious teacher, and 
would never leave a subject until it was thoroughly understood by 
each member of the class. While we all had a wholesome fear of 
her, we all loved and respected her. She was a solid rock of in- 
formation, and never failed us. 

Miss Thompson, while not so firm and decided, was also a most 
excellent and kindly teacher. One incident of her kindness always 
remains in my memory. She was conducting an examination in 
geometry, and for some reason it proved to be very hard for the 
class. After working on it until long past school hours, for we had 
no set time in which our examinations must be finished, we became 
discouraged, and first one, and then another began to cry, until 
nearly half the class were in tears. Miss Thompson asked what was 
the trouble, and we informed her that the examination was too 
difficult for us, and that we were sure that we would get poor marks, 
and that would bring down our average, and we were heart broken 
in consequence. 

We used to think that if we did not stand 100 or very near it 
on our examinations, that it was a serious matter. We are told 
now that only a "grind" will ever think of being marked 100, and 
"grinds" are not very popular in school. 

I think that in those days we were all "grinds" and did not 
know any better than to think that was the purpose for which we 
were sent to school. Miss Thompson said that she did not think 
the examination she had given us was difficult, but if we wished, she 
would write out another set of questions and we might try again the 
next day. It is needless to say we passed a more creditable ex- 
amination, although she insisted that the first set of questions was 
no more difficult than the second. 

Mr. Adams, the music director, was a thorough musician and 
a most kindly gentleman, but not a very strict disciplinarian, and 
I fear we sometimes took advantage of that fact during the music 
hour. 

Miss Gilbert I remember as a very dignified little lady, who 
seemed to have perfect control of the higher Model room. 

I remember more distinctly Miss Timanus, who had charge of 
the primary room. How we used to enjoy going into her room to 



WINONA STATE NORMAL SCHOOL 205 

learn, by observation, her methods of teaching. I remember as 
though it was yesterday, seeing her stand one little, tiny tot on her 
table, and try to teach her just how to say certain words that she 
could not speak plainly. She used to try to impress on our minds 
that we must always look pleasant when teaching little ones. Now 
some of us thought to look pleasant we must smile ; sometimes you 
do not feel like smiling in school, as, for instance, when trying to 
induce your pupils to "show off" during the visit of the county 
superintendent. I very well remember the first time the county 
superintendent visited my school. He said to me, "I would know 
that you are a normal graduate, if I had never been told." I said 
"Why ?", feeling sure that some compliment would follow. "Because 
of the painful smile on your face," he said. Now, I do not mean 
to imply that the teaching of Miss Timanus was at fault, but only 
our interpretation of it; and ever after that I endeavored to look 
pleasant without smiling. 

While I was not fortunate enough to attend school in the fine 
brick building that the school now occupies, I did have the pleas- 
ure of being present at the laying of the corner stone of that build- 
ing, and I have always felt proud to know that my name is 
among those placed therein. That was a gala day, when all of the 
public school pupils as well as our own, marched to the grounds and, 
together with many citizens, witnessed the impressive ceremony. 

In our day the museum occupied a show case, about three by 
five feet, and how Principal Phelps' face would light up, and how he 
would enjoy explaining to us all about any new bit of stone or other 
specimen that was sent in, or that he was able to procure in any 
way. There used to be a box sitting under the case, covered with 
slats, containing a large rattler caught somewhere in the bluffs. 

We enjoyed seeing visitors, when seated near there, look 
anxiously around when he would shake his rattles. We would 
sometimes try to arouse him when we thought he had slept long 
enough. When a long lead pencil was found in his box, it was sure 
to be followed by a short lecture by Principal Phelps. 

Our course of study was supposed to occupy two years, but 
sometimes, before our class was to graduate, Principal Phelps asked 
how many in the class could come another half year, as he said he 
would like to take up a few more subjects than would be possible 
in the two years. Finding that the entire class could return for the 



206 HISTORICAL SKETCH 

half year, he requested us to do so, and our class of fifteen grad- 
uated January 23, 1868, being the third class sent out since the or- 
ganization of the school. 

Some members of our class have made honorable names for 
themselves as teachers, both in the United States and in South 
America. Among the latter are Mary O. Graham and Susie Wade. 
While I did not spend many years in teaching, I never felt that my 
education was a failure, nor that the time spent was wasted, for I 
feel that I have made a better wife and mother on account of it. 
My youngest boy, twenty years of age, is now a Junior in Carleton 
College, Northfield, Minn. The next youngest son graduated from 
Carleton, then from the University of Minnesota School of Law. 
He now has charge of a bank and is also practicing law in a new 
and growing town in Montana. Our oldest son has been cashier 
in his father's bank since he was seventeen years old, and our two 
daughters are happily married, one living in our home town, with 
a happy family of three children, and the other one in Washington, 
D. C, her husband being head of one of the departments in the Li- 
brary of Congress. 

While I never did much myself, I feel that through my chil- 
dren I have reflected some credit on my dear old Alma Mater, the 
Winona Normal School. 

REMINISCENT SKETCH 
Kate Berry Morey, '72 

When I first recall the Normal School, it was housed in a small, 
three-roomed building. Two rooms on the first floor, each with an 
outside door, east and west windows, one in the second story running 
the whole length of the building. Each room heated by a stove, and 
clean, scrupulously clean. No kitchen floor was ever whiter than 
those floors were scoured, no lady's parlor ever more carefully 
dusted. 

The Normal department, or "Normal School," as it was called 
in distinction to the "Model Schools," which occupied the ground 
floor, was a land unknown to me for several years and seemed to 
be peopled by a race of superior beings who knew most things and 
were fast learning more. 

I well remember my first visit to the lowest primary room. 
Holding fast to my mother's hand and hiding as far as possible be- 



WINONA STATE NORMAL SCHOOL 20 7 

hind her ample skirts, I slid into a seat behind the stove and grad- 
ually found courage to look at the other children. The teacher 
was Miss Sara Timanus, a graduate of the Oswego, N. Y., Normal 
School. Many and wonderful were the stories we had heard of her 
"methods," which were the first departures from the time-honored 
ones of learning by heart that had crossed the Mississippi. 

A low shelf ran around the room, just under the blackboards , 
It was divided into compartments about a foot square by little par- 
titions. In each compartment was a heap of wooden button moulds, 
discs about as large as pennies, with holes in the center. With these 
the children were learning to count, add, and subtract. 

When we went home, we told my father of this delightful sub- 
stitute for pure mathematics ; and whether he doubted the efficacy 
of button moulds in training small minds, or thought the walk too 
long from our house to the Normal building, I never knew ; but I 
do know that the rest of that year I was kept in the ward school 
where I had been first placed, under the care of placid Miss Bessie 
Thorne. 

The next fall I was sent to the Second Model School, to Miss 
Christine Gilbert, a gentle, kindly woman, frail in health but strong 
in dignity and patience. She moulded that small roomful of rest- 
less humanity to her will, and I never saw even the largest boy re- 
fuse obedience to her quiet orders. In that room I learned the mul- 
tiplication tables and to read words of two syllables ; her rare smile 
being reward enough for a wrestle with even the table of 9's. 

Her slight strength made some help in her work necessary. I 
cannot remember that the "students from up stairs "did any actual 
teaching. They simply observed. But the door was often left 
open between the First and Second Model rooms and Miss Timanus 
came in to relieve Miss Gilbert from part of her work. I can dis- 
dinctly recall the havoc her bright, piercing eyes made in my 
memory, and how hard it was to recite when she looked at me. One 
duty she attended to regularly. Having a rare and unusual gift for 
story telling, she told us twice a week stories of Bible characters. "■ 
They were wonderful stories. Short, vivid tales of Hebrew men 
and women, and under the spell of her words, we saw Joseph stand 
again before Pharaoh, and David watch his sheep on the Judean 
hills. 



208 HISTORICAL SKETCH 

Miss Timanus afterwards married the Rev. Wilbur F. Crafts 
and engaged in general Sunday School and Missionary work. 

Once each year we went to the Baptist Church which stood 
in the same block with the Normal School and had our public "ex- 
ercises," as they were called. Songs, recitations, sometimes a 
musical play called a "cantata." "The Flower Queen" was one. 
This was given by the grown-ups. We children had small parts, 
which we mostly forgot when the dreaded day of presentation came. 

Miss Worthington, the member of the graduating class who 
took the part of the Queen of the Flowers, soon after married Mr. 
O. D. Adams, the musical director. The pretty romance had a 
sad ending, for within two years both Mr. and Mrs. Adams died. 

The number of pupils attending the Model Schools increased 
so rapidly that a new one was started in the basement of that same 
Baptist Church. Soon afterward it was moved into the upper story 
of a store across the street. This building was built of grout or 
cement, one of the first of the kind to be put up in Winona. At 
our homes, we children heard free discussions as to whether this 
material could stand the severe climate, and many dire prophecies 
as to what a hard frost would do to it. Sure enough, as the cold 
weather came on a large crack appeared zigzagging across the 
outside wall. As we climbed the staircase, which went up outside 
of the building, we would watch it to see how long it was, how wide, 
etc. When I think of that crack, I have great sympathy with peo- 
ple who live in the earthquake zone. As a matter of fact, the build- 
ing still stands, between the Savings Bank and the Wakefield Block. 

We watched the erection of the present Normal building eager- 
ly, from the laying of the corner stone to the finishing of the rather 
formal exterior. It looked just as it does in the old catalogues; 
compact, straight up and down, and to us at that time it seemed 
very large. 

We were proud and happy when the schools were formally 
moved into this new home; a subdued lot of youngsters, too, for 
Mr. Phelps, the Principal, talked to us long and earnestly of the 
care we should give the beautiful new building. I well remember 
one day when a scratch, long, crooked, disfiguring, was found on 
the main stair rail. To this day, a dint or mar in fine woodwork 
recalls that talk. 



WINONA STATE NORMAL SCHOOL 209 

His name recalls more than that. Awkward, homely, angular 
in mind and body, I honor him as I do no other teacher, for those 
same talks that burnt into our minds and left an indelible impres- 
sion. "An act repeated makes a habit; a habit repeated makes 
character." I can hear his voice yet and see the familiar gestures. 

One talk on personal peculiarities stands out clear and distinct 
among the others. A young woman, who was singularly unlike the 
other students, came in from some frontier town. With the cruel 
thoughtlessness of youth we found her oddities amusing. Send- 
ing her to a class room, on some kindly pretext, Mr. Phelps called 
the school together in the Assembly room. Such a talk! He 
showed us how bitter the weight of a personal peculiarity could be- 
come, how sensitive one might be to it. We went into that room 
thoughtless children ; we came out men and women with our hearts 
tender for human suffering. We forgot often, as children will, but 
the spirit of the school was changed. We laughed with, instead of 
at our class mates. 

The Assembly room then was scantily seated and had broad 
aisles where we marched in columns of two, four, even eight abreast. 
Military training was part of our course. The Civil War was so 
recently ended, that several discharged soldiers, middle-aged men, 
were among our number, learning a new profession. One of these, 
Mr. Ferdinand Elder, was our drill master, and a certain portion of 
each day was given to this practice. The fire drill was incorporated 
with it and the order "Double Quick, March" could move the entire 
school out of the building in three minutes. One object Mr. Phelps 
had in this drill, he afterwards told us, was to secure an erect car- 
riage. So many of the pupils were almost middle-aged and came 
so lately from hard work on the farm, that it was necessary to lay 
great stress on an erect bearing and a firm, light step. 

The townspeople had not yet grown accustomed to taking care 
of these strangers in their midst, and good boarding places were 
scarce and hard to find. Certainly half the school "boarded them- 
selves." Women and men alike rented rooms within walking dis- 
tance of the school and cooked their own food. The small stove 
with fire to be lighted when one went home from school was the 
usual way of heating. Cold rooms, scanty fare, plain clothes, were 
so common as to be seldom mentioned. They were accepted as 
a matter of course. Lack of even the essentials of life was a com- 



210 HISTORICAL SKETCH 

mon thing. I could tell stories, if it were right to do so, of those 
who carried off the honors. Our valedictorian and her sister, our 
honor women and men in every instance, were those who were clos- 
est pressed by poverty and looked him in the eyes with a smile. 
How we loved and honored them for it. I could tell of work done 
in poorly heated rooms, in stone-cold rooms, with tea and crackers 
for breakfast, crackers and tea for lunch, and supper the only hearty 
meal of the day. Brave, noble women, I wish I might name you 
and tell of some of your expedients to make a scanty allowance 
reach till the end of term time. The opening of the summer term 
of the country schools in April or May made many vacancies in 
our ranks, for in order to earn money for another year's work, many 
taught through the long vacation. 

The aisles in that Assembly room were filled each morning by 
Model School children. Little girls in copper-toed shoes, and boys 
in high boots with red leather tops, marched noisily down from rear 
to front, with Miss Farber, Miss Hewitt, and Miss Sharp in charge. 
I cannot remember the names of all the Model teachers, only some 
few under whom I had the privilege of teaching. For a time the 
center aisle was given up to the very little children. Then came a 
change, and one fall day when we gathered for morning exercises, 
a new band of children marched quietly down that aisle, "the 
soldiers' orphans." That term expressed no pity, only honor; 
honor for the fathers, honor for their widowed mothers who had 
bravely let these children leave home, mere babies some of them 
were, for the sake of getting that education which was to make 
them independent ; honor for the woman whose motherly care had 
made their clothing and housing in Winona possible. I can see her 
as she would slip quietly through the office door to sit and watch 
her proteges, with that look in her soft gray eyes and smile on her 
lips that made her beautiful. No one who knew Mrs. Margaret 
Simpson can forget that smile, nor look, nor her voice, with the 
soft Pennsylvania accent. I have often watched the eyes of that 
little band turn to her and answer her look as children do only to 
those who mother them. 

Little freckled face boys in roundabouts, half grown girls in 
gingham dresses, you have grown and changed much since that day. 
I wonder sometimes if you remember Mrs. Simpson and her work 
for you. How she toiled, begged, planned, and labored that you 



WINONA STATE NORMAL SCHOOL 211 

might have your "chance." Some of you do remember, I know, 
I have heard you say so. If ever woman taught by example the 
force of Edward Everett Hale's motto, she was the one : 
"Look upward, not downward, 
Forward, not backward, 
And lend a hand." 

Many noble men and women have sat on that Normal plat- 
form: Dr. Mary V. Lee, Mrs. Mary Welch Cooley, Miss Belle 
Thompson, Dr. Ford, Mr. Thomas Simpson, Judge Berry, Hon. 
Earle S. Youmans. These were some of the older ones. Of those 
who came later, others must speak. 

"Plain living and high thinking" was the standard they set, 
and the school still seems to work by it. But they did more than 
set a standard for the school. They paid her teachers, put fuel in 
the furnaces, and books in the library. Some of the money needed 
for this they provided themselves, some they borrowed from other 
loyal Winona friends, to whom belongs the gratitude of the school 
for help given in a dark hour. 

The wives of these men helped, too, in their way. Their green- 
houses and gardens were stripped of flowers at commencement 
time, and many, many were the dinners and suppers they helped 
to serve the members of the faculty and school up in Normal Hall. 

If the walls of that hall could speak, they would be eloquent, for 
great men have spoken there : Henry Ward Beecher, DeWitt Tal- 
mage, Carl Schurz, Wendell Phillips, John Fiske, David Swing, 
John B. Gough, Fred Douglas, Thomas Nast, and others. 

Noted singers too have sung there: Adelaide Philipps, Emma 
Thursby, Clara Louise Kellogg, Schulze, Annie Louise Carey, Tom 
Karl, Henry Clay Barnabee. Two skilled violinists have played 
there more than once, Remenyi and Camilla Urso. One wishes, 
indeed, that the walls might repeat what they have heard. 

My own recollections of the Normal, since the fall of 1871, 
have been so closely connected with Mr. Morey that it is hard to 
separate them. It is not necessary that I write of him or of his 
connection with the school: that is set down in other places. 

A few evenings before he left us, we were walking in the Nor- 
mal grounds. He looked at some favorite trees and shrubs, noted 
some improvements that were being made, and in passing the front 
wall of the building, laid his hand on it and said earnestly, "I love 
every stone of it." 



212 HISTORICAL SKETCH 

REMINISCENT SKETCH 

Irene M. Mead, '84 

Member of Faculty, 1884-1904 

[This sketch was found among the papers of the school and is printed because of its ex- 
cellence. It was not prepared for this volume and is used without the writer's knowledge, 
tho we trust not without her consent. — Ed.] 

My first impression of the school was of the perfection of the 
machinery. It seemed to be controlled by a military ideal, and the 
discipline, though firm, even stern, was never irksome to the law- 
abiding, and it whipped at least one careless mortal into some sort 
of order and feeling of social responsibility. The formal movements 
to music always stirred me; and for many a year, as the model 
schools filed in of a morning, I experienced a vicarious thrill for the 
guests who were probably enjoying the sight for the first time. 

The line was clearly drawn between the thou shalt and the 
thou shalt not, and, while we trespassed occasionally, I do not re- 
call that I ever blamed the system for too greatly tempting or failed 
to shoulder my share of the blame. 

The students of the eighties were stronger intellectually than 
any we have had since. The men (and many of them were really 
men) were in larger proportion than now, were mostly from the 
country, and, while raw and awkward in the lower classes, were 
amazingly polished up by graduating time. They were always bet- 
ter thinkers in mathematics than the girls, and ranked much higher 
in all classes than the boys do now. The same class of boys prob- 
ably now forms the strength of the university. 

The girls, too, were largely from the country, or if from the 
villages, were four years short of the culture of our present ele- 
mentary graduates. They had not the knack of dress, and the 
riot of color which the Assembly room displayed was not an unmixed 
joy. Even the three or four years spent here failed to bring them 
to graduation with the grace and daintiness of the present senior 
graduates. The girls of the early classes were also finer students 
than the average of the present. The first large class of Minneapolis 
graduates, that of 1884, contained more brilliant students than any 
class within the last fifteen years could show. 

The teachers probably varied as greatly in power then as now. 
A few were very poor. The school gained much in being for so 
many years under the direction of one man, and such a man as 
President Shepard. Whatever the personal estimate of him, (and 



WINONA STATE NORMAL SCHOOL 213 

the great majority was always his devotedly) the student body 
rested upon his power, felt it sufficient for any emergency, and were 
proud to be represented by him. The force of his personality was 
termendous, the stimulus of his presence was felt instantly, no 
matter how silently he entered a room. Among our most tri- 
umphant memories is that of the Legislative Committee ; when our 
staunch little President, having marshalled his forces, stood be- 
tween the student body and the purse-holders of the state, and 
plead the needs of the school in an argument so cogent, so full of 
energy and hope, yet so suave and tactful that the school glowed 
with pride in their advocate. Most of the critic teachers were 
trained in the Oswego Normal School, and had the bland, omni- 
potent manner of Oswegoans, and their methods seemed to the eyes 
of the pupil-teachers brilliant, not to say spectacular. Martha 
Brechbill was one of the finest teachers of geography and physiol- 
ogy ever possessed by any school. Her ability to draw out the ut- 
most endeavor of a pupil amounted to real genius. Jennie Ellis 
was one of the few inspired teachers of literature. Without any 
great breadth of preparation, she had the divine thirst for study, 
and a fiery energy which made enthusiasts of every student. 

It has always been the policy of the management to secure as 
instructors the leaders of educational thought, and few schools of 
our limited resources have had on their faculties such teachers as 
the above named, Dr. Mary V. Lee, the Hailmans in kindergarten 
work, and Dr. Charles A. McMurry, to mention only teachers no 
longer on the staff. 

While there has probably been a gain in swinging away from 
the formal examination and the numerical ranking system, the 
earlier system is to be thanked for many good things. In the 
eighties it was carried out to its logical extreme. Three or four 
whole days were given over to examination. Each subject was 
given three full hours of time, and class and examination records 
were averaged to make the term standing, a ranking number being 
read in public assembly for each student in the school. 

These examinations inspired much terror in the timid and 
unprepared, but were a proportionate tonic and delight for the real 
students. No other hours of my student life yielded the solid sat- 
isfaction of those three-hour exams, where, in perfect quiet, with 
the stimulus of three hundred working brains about me, I dis- 
covered what I knew, and what I was expected to know. 



214 HISTORICAL SKETCH 

To the students, with the exception of a handful of neurotic 
girls whose physicians should have prevented their entrance, these 
tests seem to me to have been clear gain. From the stand-point of 
the teacher they probably cost too much of strain and effort in the 
correction of the mass of manuscript involved. 

In the early days one teacher was employed as an institute 
conductor, spending one of the three terms in the institute field, and 
the other two in regular class work in the school. This method was 
good advertising, and probably brought the school into closer touch 
with the leading interests of the state than the present one of 
desultory visits or lectures by various members of the faculty ; but 
the latter method, if vigorously employed, would undoubtedly be 
more helpful to both interests. 

REMINISCENT SKETCH 

E. A. Kirkpatrick, Member of Faculty, 1892-1897 

Now in State Normal School, Fitchburg, Mass. 

I am very glad to know that there is to be a semi-centennial 
of the old school at Winona. I should be glad to give anything 
that I could that would be helpful in your proposed history, but I 
am not sure that my memory is sufficiently definite and accurate 
for historical purposes. 

As to the school itself, my views regarding it have changed 
only slightly since my connection with other institutions. I re- 
garded it, and still regard it, as one of the best schools of its type, 
ranking as a leader in the western states. 

At the time I was connected with the school, the faculty was 
headed by President Shepard, who combined in a wonderful way 
the administrative abilities of a military commander and of a father. 
Both faculty and students were expected to perform their duties 
with a high degree of efficiency and to meet all engagements prompt- 
ly. Responsibility for every failure was fixed upon the proper in- 
dividual, even sickness was not regarded as a good excuse for fail- 
ure unless the individual was himself in no conceivable way re- 
sponsible for the sickness. He was even more rigid in his demands 
upon himself than upon the faculty and the students. His kind- 
ness of heart and his tact were also fully equal to the rigidity of his 
requirements. Faculty meetings were held every week and every 



WINONA STATE NORMAL SCHOOL 215 

question brought up was thoroughly discussed and a final decision 
reached before it was dismissed. 

The older members of the faculty, in time of service, when I was 
there, were Mr. Holzinger, Mrs. Mead, Miss Smith, Miss Elmer, 
and Miss Sprague. Each will long be remembered by their many 
students for one or another strong or lovable quality. Some of 
the newer members of the faculty were Mr. Freeman, Mr. Holmes, 
and Mr. Galbraith. With all of these I had very pleasant and 
intimate association and all, especially the two latter, exerted a 
strong influence upon the school. Mr. Holmes, now in Normal, 
111., preserves all his high ideals of manhood and of education and 
has himself steadily grown toward them. Mr. Galbraith, with 
whom my associations were most intimate, partly because we came 
at the same time and were interested in the same and related sub- 
jects, and partly because of mutual congeniality, probably exerted 
the greatest influence of any member of the faculty while he was 
there. His death a few years later left many in all parts of the 
country feeling that the world was much less rich in manhood and in 
possibilities of friendly intercourse. His place was taken by Mr. 
Roberts, now in the Michigan State Normal School, who proved 
himself a very business like administrator and a pleasant gentle- 
man. Other members of the normal school and of the training 
school faculty remembered with pleasure are Miss Speckman, Miss 
French, Miss O'Brien, Miss Keyes, Miss Tompkins, Miss Yeaton, 
and Miss Ernst. Another individual, not a member of the faculty, 
but in close association with them and of great value to the institu- 
tion, was Miss Doty, the efficient clerk and secretary. She could 
not be spared even after another had taken her for his own. 

The chief event in the history of the institution while I was 
connected with it was the establishment of the summer session 
similar to that of Chicago University. Although the sessions were 
very successful, the plan was given up and later replaced by an- 
other plan. The cause of this change was probably the same that 
has at other times hampered the development of the normal school 
in Minnesota; that is, the attempt on the part of the Board to keep 
all the schools the same and treat them as nearly alike as possible, 
instead of allowing each to develop its own individuality and help- 
ing it to develop so. 

Of all my memories of the Winona Normal School none are 
more pleasant than those associated with its students, nor are these 



216 HISTORICAL SKETCH 

confined to the one student whom I have with me as my other and 
better half. Eastern students are very delightful in many ways 
and in some respects are usually better prepared upon entering the 
normal, but they are less hungry for knowledge and show less in- 
dividuality in its pursuit. I also miss the young men students who 
contributed so much to the interest of class discussions at Winona. 

REMINISCENT SKETCH 

Dr. David L. Kiehle, Superintendent of Public Instruction, 

1881-1893 

Institutions, like children, pass through an early undefined stage 
before they take on the permanent characteristics of individuality, 
in which they stand for some positive and forceful idea. My ac- 
quaintance with the State Normal School at Winona dates from the 
early sixties, and as a near neighbor I have watched its growth 
toward a^maturity at a very considerable advantage. During these 
early years it was under the moulding influence of William F. 
Phelps. I knew him when I was a student in the Albany Normal 
Schoolin 1856,wherehedidhis first work as a teacher, and from where 
he went to the State Normal School of New Jersey. Those were the 
days when the Pestalozzian principle of education had just taken 
possession of a few pioneer educators of Massachusetts and was 
fighting for recognition in the school system of j America. In 
a word, it insisted that education consists in a methodical develop- 
ment of the powers of the child, with the use of facts, laws, truths, 
and phenomena of nature as nutritive material, — this, over against 
the academic, traditional one of the higher education that learning 
is education, that the matter makes the education, that knowing 
implies ability to teach, and, hence, that the doctor is a teacher. 
In those days the distinction was happily drawn. Universi- 
ties, colleges, academies were in positive opposition to the new 
movement. From Prussia it took root in Massachusetts, and from 
Massachusetts it took root and became well established in the Os- 
wego Normal under the influence of Dr. Sheldon. Here it was so 
well defined and positive through the influence of the educators like 
Dr. Krusi and others who brought Pestalozzian enthusiasm from 
the battle fields of Germany, that then, and ever since, Oswego has 
been recognized as the missionary center of distinctive normal in- 



WINONA STATE NORMAL SCHOOL 217 

struction. Other normal schools were mediating compromises be- 
tween the old and the new, but Oswego was for the new, first and 
last. Professor Phelps was of this school. Positive and uncom- 
promising in character, wherever he went he stood up inflinchingly 
for the "new education" as he conceived it. He introduced the 
new idea through teachers of unusual ability whom he brought from 
Oswego. He claimed for the normal school a large place in the 
elementary school system. He called for a thoroughly modern and 
spacious building, and asked of the Legislature correspondingly 
large appropriations. He insisted that the education of the chil- 
dren deserved more skilful instruction, that teachers should have 
a larger support. His ideas were thoroughly incorporated in the 
school at Winona, its discipline, its methods, instruction, and prac- 
tice teaching. The high ideals and the principles for which he stood 
had a positive, molding influence in the normal schools of the state. 
Both the Mankato and the St. Cloud schools looked to Oswego for 
the teachers that should give these schools their distinctive, normal 
character. It is also to be said that this was not only the normal 
school of Winona, but it was at Winona. The state most wisely 
selected this city of enterprise and culture in which to plant and 
foster the normal school idea. The intelligence, wealth and 
political influence of this city stood nobly by the school and its 
principal in those stormy days. It gave money, it gave its teach- 
ers welcome to its best society. The students were treated with a 
respect and consideration that developed manly and womanly 
characters, and in the Legislature, the influence of the representa- 
tives of the city was strong and effective in support of every meas- 
ure that promised to advance the interests of the normal school. 
Professor Phelps was a good fighter , but not for trifles of selfish im- 
port, personal ill-will, or mercenary gain. He stood for an idea, 
a principle, an institution; and these he defended against all comers. 
If he was narrow, it was because he was intense, and because his 
finite capacities did not allow him to give equal attention to all 
equally important affairs. Today the opponents of normal schools 
are silent. Some have passed away, and some are representing the 
idea for which normal schools stand in colleges and universities in 
these days of peaceful possession of the field. Let not the pioneer 
history of normal schools be forgotten, nor even be disassociated 
in Minnesota from the memory of William F. Phelps. 



218 



HISTORICAL SKETCH 



ALUMNI REGISTER 



CLASS OF 1866 

Bingham, Sappho, Mrs. B. W. Harris.... 

Cedar Falls, Iowa 

Clark, Julia Deceased 

Cook, Fayette L Spearfish, S. Dak. 

Edmunds, Augusta, Mrs. Theoran Morgan 

Preston 

Farnham, Frank, No. 8 Allen's Block. . . . 

Peabody, Mass. 

Hamilton, Julia S., Mrs. J. S. Dinsmore.. 

Olympia, Wash. 

Langdon, Hattie, Mrs. J. E. Woodford. . . 

118 W. 14th St., Minneapolis 

Leach, Susan, Mrs. C. C. Coffey 

' Ceylon, Martin Co. 

Sanderson, George P Aurora, S. D. 

Sanderson, Mrs. Anna Aurora, S. D. 

Sheldon, Clara P Deceased 

Strong, Sarah H Deceased 

Taylor, Saphronia M., Mrs. S. M. Hutchins 

Anoka 

Worthington, Lizzie Deceased 

CLASS OF 1867 

Barrett, Dorothy Deceased 

Collins, Bell, Dr. Bell Walrath 

430 Wabasha St., St. Paul 

Cotton, Nellie, Mrs. Thomas Thorp, Arabi, Ga. 
Denman, Messie E., Mrs. M. D. Burns. . . . 

1723 Dodge St., Omaha, Nebr. 

Hefferman, Maggie S Deceased 

Malory, Libbie Deceased 

Pike, Mary, Mrs. W. S. Howe 

233 Lincoln Ave., Mankato 

Ruther, Frances L Deceased 

Spencer, Marcia A., Mrs. L. W. Prosser. . . 

LeRoy 

Wheeler, Emma A., Mrs. George Fifield. . 

Winona 

Zimmerman, Maggie, Mrs. J. H. McDonald 

440 E. 8th St., St. Paul 

CLASS OF 1868 

Caswell, Clara E., Mrs. C. F. Greening. . . . 

Grand Meadow 

Clark, Delia, Mrs. Delia Stark, Delevan 

Cook, Ella J R. R. 4, Austin 

Correna, Cornell, Married — Name not known 

Denver, Colo m 

Doud, Cornelia L., Mrs. Cornelia L. Bonner 

Altedena, Cal. 

Drake, Sarah L., Mrs. Von Schlorabach. . . 

Deceased 

Foster, Ella, Mrs. Bolton Deceased 1885 

Gollings, Ellick H., 234 Irving Park Ave. 

Chicago, 111. 



Graham, Mary. O Deceased 

Hale, Sarah H., Mrs. Everett F. Clifford. . 

Stanton 

Hyde, Mary D Mazeppa 

Kendall, Myra H., Mrs. M. H. Weeks Deceased 
Lawrence, Ida F., Mrs. J. M. Wolfe 

1927 Crystal Lake Ave., Minneapolis 

Morton, John M Rochester 

Rowell, Addie M., Mrs. W. H. Putnam. . . 

Deceased 

Wade, Susie E., Mrs. Chas. H. Hibbert. . . 

Deceased 

Walker, Cornelia E, Normal School 

San Jose, Calif. 

CLASS OF 1869 

Elliot, Kate, Female High School 

San Francisco, Cal. 

Hall, Joseph (Rev.) Hamline 

Hartney, Maggie, Mrs. Maggie Hamilton. . 

513 Wabasha St., St. Pauj 

Langdon, Mary, Mrs. David Cook 

Rochester 

Lawrence, William R Sibley, Iowa 

Smith, Ella J., Mrs. Ella J. Dixon 

313 Nelson Ave.. St. Paul 

Southworth, Nellie R Deceased 

Stevens, Josie A., Mrs. C. Cummings, Deceased 
Taylor, Mary, Mrs. Mary Cochran 

713 Laramie St., Atkinson, Kans. 

Walker, Francis, Walker Bros., Fargo, N. D. 
Wheeler, Eugenia W., Mrs. E. A. Goff . . . . 

2628 Clinton Ave., Minneapolis 

Wholmes, Minnie S Lincoln, Neb. 

, JUNE CLASS OF 1869 

Adams, Juliet R., Mrs. J. A. Shoemaker. . 

Hastings 

Clark, Libby J., Mrs. S. J. Collins 

100 8th St., Milwaukee, Wis. 

Cook, Sarah B., Mrs. J. J. Hayes 

605 Kenwood Ave. N., Austin 

Doud, Maria L., Mrs. Geo. M. Brush 

Chicago, 111 . 

Gilbert, Christine H 

518 State St., Ithaca, N. Y. 

Hewitt, Minnie F Deceased 

Kimball, Eva V., Mrs. Frank Whitney 

Westfield 

Lee, Mary V Deceased 

Naverson, Cornelius Deceased 

Nind, Louise M., 176 Bagg St., Detroit, Mich. 
Reynolds, Emma Z., Mrs. Hugh Lang. . . . 

St. Boniface, Manitoba 

Reynolds, Frances M., Mrs. Loren D. Daggett 

506 Ave. C, San Antonio, Tex. 



WINONA STATE NORMAL SCHOOL 



219 



Schofield, Persis E Colton, Cal. 

Smith, Nettie L., Mrs. A. E. Bunker 

Helena, Mont. 

Thompson, Belle S 

612 Holly Ave., St. Paul 

Timanus, Sarah J., Mrs. W. J. Crafts 

206 Penna. Ave. S. E., Washington, D. C. 
Wheeler, Sarah L 

2628 Clinton Ave. Minneapolis 

JUNE CLASS OF 1870 

Bailey, Lona A., Mrs. Lona Todd. .Deceased 

Beach, Wesley Winnebago City 

Braun, Josie V Ft. Ripley 

Braun, Sophia A Ft. Ripley 

Browning, Delia, Mrs. Gen. W. P. Rogers. . 

Washington, D. C. 

Cornell, Sara E Omaha, Neb. 

Fisher, Emma D Beaver 

Fullerton, Alice . Empire City, S. D. 

Gilbert, Iola M Winona 

Harford, Alice M.. Mrs. W. W. Billson 

1531 E. First St., Duluth 

Hewitt, Helena E Winona 

Johns, Kate A., Mrs. Grove Shepard 

Omaha, Neb . 

Lake, Rose A Deceased 

Mason, Mary K., Mrs. Henry J. Willis. . . . 

117 E. Wabasha St., Winona 

McClanathan, Clara Winona 

Morey, Millicent B Deceased 

Rowell, Fred C Butlerville, Ark. 

Stevens, Wm Oak Center 

Teft, Nettie M Elba 

Youmans, Florence, Mrs. C. B. Boothe. . . . 

. ..1515 Garfield Ave., So. Pasadena, Calif- 

DECEMBER CLASS OF 1871 

Arnison, Ole T., 802 E. Main St., Decorah, la. 
Bush, Alice W., Mrs. A. E. Bleekman. . . . 

225 5th St., La Crosse, Wis. 

Cunningham, William A 

117 W. Howard St., Winona 

Felt, Bennet Deceased 

Houser, Dr. Clarkson W., 

2813 W. Chestnut St., Louisville, Ky. 

Jones, Belle R., Mrs. B. R. Wells Wells 

Lake, Mary A., Mrs. Mary A. Brown, Deceased 
Mead, Elvira V., Mrs. P. J. Layne 

Santee, San Diego Co., Cal. 

JUNE CLASS OF 1871 
Binns, Ida, Mrs. A. M. Lawrence .. Deceased 
Buck, Myrta A., Mrs. A. M. Houck 

Summit, S. D. 

Coy, Addie H Faribault 

Elder, Ferdinand A 

. . .415 Washington Bldg., Tacoma, Wash. 
Farber, Jennie, Mrs. J. B. McGaughey. . . . 

Deceased 



Gates, Lillie O., Mrs. Lillie Dixon 

Riverside, Cal. 

Jones, Eva (Winters) Clinton, Mo. 

(Summers) Austin, Minn. 
Kinney, Ida A., Mrs. Robt. E. Lea, Milo, la- 

Kinney, Mabel Amboy, 111. 

Lamson, Tenie, Mrs. E. H. Lincoln, Faribault 
Morrison, Hattie, Mrs. W. H. Robertson. . 

2735 Dupont Ave. S., Minneapolis 

JANUARY CLASS OF 1871 

Allyn, Franc E., Mrs. S. W. Morgan, Winona 
Baylis, Maggie S., Mrs. Maggie B. Todd. . 

Aspen, Colo. 

Bingham, Alice H., Mrs. Dave Mead 

Glendive, Mont. 

Bunker, Mattie C, Mrs. J. D. Bond 

137 W. 5th St., St. Paul 

Cole, William H Moorhead 

Gates, Laura, Mrs. Laura Gates Stewart. . 

St. Paul 

Gove, Mrs. Sally B Deceased 

Lamberson, Rosa, Mrs. Jas. Wyman, Deceased 

Minta, Wesley Deceased 

Mitchell, Lizzie, Mrs. W. D. Brown 

440 Iglehart St., St. Paul 

Murray, Addie 

129 S. Olive St. Los Angeles, Cal. 

Stewart, Adella, Mrs. Morrison .... Deceased 

Wilson, Edward Kasson 

Wilson, Ole Kasson 

MAY CLASS OF 1872 
Allen, Lucy M., Mrs. C. W. Kelsey 

Brook Park 

Atwood, Ella, Mrs. Pomfrey. . Oak Park, Ill- 
Belts, Anna, 38 S. Vermillion St., Streator, 111. 
Berry, Kate L., Mrs. C. A. Morey. .. Winona 

Boutelle, Clarence M Deceased 

Elder, George A Tacoma, Wash. 

Hayden, Ella Deceased 

Holbrook, Edward Deceased 

Horton, Wallace Deceased 

Hyde, Anna M., Mrs. Anna M. Pomeroy. . 

2148 Gladys Ave., Chicago, 111. 

Ismon, Susie E., Mrs. J. D. Muldoon 

Merriam Park, Minneapolis 

Keeler. Anna R., Mrs. Geo. H. Chase 

345 Lincoln Ave., Milwaukee, Wis. 

Linton, Laura Dr., State Hospital, Rochester 

Lord, John D Deceased 

McKean, William G 

Brentwood, Contra Costa Co., Cal. 

Morey, Charles A Deceased 

Muckey, Roscoe L Deceased 

Pickert, Corlis J St. Charles, Minn. 

Sather, Andrew O Willmar 

Wheat, Harry Dallas, Tex. 

Youmans, Fremont Winon 



220 



HISTORICAL SKETCH 



MAY CLASS OF 1873 

Burrows, Lizzie Deceased 

Dunn, James H. (Dr.) Deceased 

Farnsworth, Julia, Mrs. Win. Lobdell. . . . 

2808 32nd Ave. S., Minneapolis 

Greer, Allen J Deceased 

Miles, James M Redfield, S. D. 

Sharp, Franc V., Mrs. Lyman W. Denton 

2022 Portland Ave., Minneapolis 

Sawyer, Manie Lanesboro 

Thompson, Edward R Minneapolis 

Thorne, Bessie M., Mrs. W. F. Donaldson. . 

White Bear 

Thorne, Lizzie, Mrs. E. F. Sloss 

Woodburn, Ky. 

Warren. Alice, Mrs. T. M. Scarff. . .Deceased 
Warren, William J. Dr., 

1437 W. Lake St., Minneapolis 

Weston, Eva B Deceased 

DECEMBER CLASS OF 1873 

Bear, Mary E., Los Angeles, Cal. 

Rooms 43-44 Downey Blk 

Bratlund, Sophia S., Mrs. Rice, Willmar 

Calvert, Jennie, Mrs. H. Phillips 

212 West D St., Ontario, Cal. 

Griswold, Mary A 

221 E. Tenth St., Davenport, la- 
Partridge, George H., Wholesale Dry Goods 

Mer., 200 Second St., Minneapolis 

Partridge, Lillian S., Mrs. George Odium. . 

Deceased 

Peirce, Alice, Mrs. S. P. Fox Lake City 

Stewart, Anna H. (Dr.), Dr. Anna H. Stewart 

Flatt Carydon, Warren Co., Pa. 

Warren, Hattie, Mrs. J. W. Moore 

Minneapolis 

Youmans, Mary J Deceased 

MAY CLASS OF 1874 

Cathcart, Wm. E School Stone Co., Mo. 

Culbertson, Nona M., Mrs. Fayette L. Cook 

Spearfish, S. D. 

Dodd, Nettie, Mrs. Frank Harriman 

University PI., Los Angeles, Cal. 

Fitzpatrick, Patrick Deceased 

Gilbert, Irene.. .518 State St., Ithaca, N. Y. 
Grant, Jennie, Mrs. T. Bardon, Ashland, Wis. 
Hamilton, Agnes, Mrs. Agnes Reed. .Winona 
Kingsbury, Orissa C, Mrs. James Stephen 

Central City, Neb. 

Murphy, Stella J., Mrs. J. W. Bacon 

Six Oaks, Minn. 

Pettis, Nelson, R. F. D Peterson 

Prescott, Flora 

6856 Normal Ave., Englewood, 111. 

Uttzinger, Conrad, 1063 Broadway 

San Francisco, Cal. 



Webb, Mary, Mrs. Chas. Parkhurst, Deceased 
Welch, Mary A. Mrs. M. A. Cooley, Deceased 

DECEMBER CLASS OF 1874 

Aiken, Ella R., Mrs. Ella Lee Deceased 

Barton, Ella, 1400 Florence Ave., Minneapolis 
Butchers, Anna A., Mrs. Robt. A. Todd. . 

Corona, Riverside Co., Cal. 

Cale, Samuel J Blue Earth City 

Cathcart, Lillie S., Prin. Lincoln Academy 

King's Mountain, N. C. 

Colegrove, Nancy S., 

2633 Humboldt Ave., Minneapolis 

Fulkerson, Emma, Mrs. N. S. Lane, Predmore 
Hollister, Louise E 

2106 Central St., Evanston, 111. 

Johnson Mary F., Mrs. R. Matson. .Deceased 

McCutchen, Lizzie Deceased 

McGraw, Mary E 

. .908 Van Ness Ave., San Francisco, Cal. 

Moss, Fannie A St. Paul 

Owen, Ella J Dodge Center 

Parsons, George Elkton, S. D. 

Prescott, S. W., Cavaliere, Pembina Co., N. D. 
Raymond, Minnie, Mrs. A. J. Meacham... 

1599 Taylor Ave., Hamline 

Rymal, Mary Deceased 

Salisbury, Frances, Mrs. Geo. Rowell 

Ellensburg, Wash. 

Taylor, Edwin A Deceased 

Valentine, William Winona 

Waterman. Clara, Mrs. Dr. Wahl. .Deceased 

DECEMBER CLASS OF 1875 

Garland, Florence, Mrs. Bogert, Evanston, 111. 

Hall, Lulu St. Paul 

Kendall, Minnie, Mrs. A. C. Gould .. Deceased 

McDougal, Ella, Mrs. Sims Bemidgi 

Muckey, Fred Owatonna 

Partridge, Earl, Care E. J. Hodgson, St. Paul 

Powers, Mary Stewartville 

Randall, Sarah, Albert Lea 

Rice, Belle, Mrs. Flemington, Ellendale, N. D. 

Schultes, Alice River Falls, Wis. 

Smith, Jay B Madison, Wis. 

White, Ada, 2734 Garfield Ave., Minneapolis 

MAY CLASS OF 1875 

Berthe, Mary E., Mrs. Keech. .Calmar, Iowa 
Bohn, Geo.W., Care Bohn Manf. Co., St. Paul 
Buck, Jessie, Mrs. Otto Babcock 

... .95 Langside St., Winnipeg, Manitoba 
Carleton, Jennie M., Mrs. O. C. O'Hearn. . 

Disco, Wis. 

Doyle, Rose M St. Peter 

Eastey, Inez M., Mrs. Frank Boynton. . . . 

Cannon Fall^ 



WINONA STATE NORMAL SCHOOL 



221 



Fay, Etta J., Station D., Washburn Home 

Minneapolis 

Hamilton, Samuel W Deceased 

McLeod, Christie B. (Married) .... Rushford 
Owen, Hattie L., Mrs. H. F. McDonald. . . 

Logansport, Ind. 

Paddock, Alba G., Mrs. Chas. Martin 

Grand Meadow 

Pick, Lucy A., Mrs. Jno. D. Baker -. 

R. F. D. No. 1, Stewartville 

Robb, Annie W Deceased 

Sargeant, Bertha, Mrs. O. F. Collier, Lake City 
Smith, Caroline V., 171 E. Wabasha, Winona 

Wibye, Tina 206 E. Third St., Winona 

White, Elburta Deceased 

White, Imogene Sparta. Wis. 

MAY CLASS OF 1876 

Bagley, John Lewiston 

Bertholdt, Mary, Mrs. Mary D. Burrows. . 

Wolsey, S. D. 

Chapin, Gertrude, Mrs. A. F. Foster, Litchfield 
Cherry, Sarah, Mrs. Sarah Mather 

New Hartford, Oneida Co., N. Y. 

Denton, Lyman (Dr.) 

2022 Portland Ave., Minneapolis 

Follett, Giles A Los Gatos, Cal. 

Gates, Caddie. . . .157 W. Wabasha, Winona 
Gilman, Cora, Mrs. Elmer Stearns 

Salt Lake City, Utah 

Gilman, Florence, Mrs. Samuel Miller.... 

398 N. Halsted St., Chicago, 111. 

Harding, Carrie, Mrs. T. T. Stevens 

3600 Bloomington Ave., Minneapolis 

Johnson, Anna, Mrs. C. Nickerson. .Deceased 
Keeler, Flo., Mrs. A. Porter, Hotel Lucerne, 

79th St. & Amsterdam Ave., New York City 
Lake, Nettie, Mrs. W. N. Lacy 

123 S. Park Ave., Austin, 111 

McConnell, Carrie Deceased 

McDougal, Mary (married) Lewiston 

Muckey, Luella, Mrs. Harry C. Stevens. . . 

6414 Myrtle Ave., Chicago, 111. 

Rollins, Clara, Mrs. Frank B. Warren. . . . 

19 Royalston Ave., Minneapolis 

Rollins, Narcissa Deceased 

Rhodes, Kate, Mrs. D. E. Roberts .. Deceased 

Rhodes, Martin Centerville, Wis. 

Roverrud, Edward Caledonia 

Walker, Ella Marie, The Portland, St. Pauj 
White, Ella Deceased 

JANUARY CLASS OF 1877 
Allyn, Clara E., Mrs. Wm. O. Benitz, F. C. C- 
A. Santa Fe, Estacion La California, Ramal 
a Sastre, Argentine Republic, S. A. 
Brown, Lucy V., Mrs. Wm. H. Mitchell.. 

Laird, Olmsted Co. 

Burns, Etta 216 Main St., Winona 



Davis, Wilhelmina, Mrs. J. Stewart , Northfield 
Dayton, Mary E., Mrs. L. N. Shepard, Waseca 
Dudley, Alma G., Mrs. Alzada Parker. . . . 

Maynard, Cal. 

Gowdy, Mary C, Care High School or 81 Ar- 
thur Ave Minneapolis 

Graham, Henry A Deceased 

Houser, Jos., 647 Maple St., Englewood, 111. 

Johnson, James A Morris 

Keep, Mary E Minneapolis 

Kelley, Margaret, Mrs. W. A. Allen 

26 Walling Court, Davenport, Iowa 

Lombard, Cora G, 521 4th St.,Redlands,Cal. 
McLeod, Samantha, Mrs. Mattie O'Hara. 

Big Stone Co., Clinton 

Merrick, Martha E. Mrs. M. E. Ferrier. . . . 

St. Charles 

Porter, Adelbert, Hotel Lucerne, 79th St. 

and Amsterdam Ave New York City 

Sargeant, Eliza W Sargeant 

Smith, Effie M., Mrs. A. Barclay 

881 Dayton Ave., St. Paul 

Youmans, Bertha A., Mrs. Wm. Thornby 

Hot Springs, S. D. 

MAY CLASS OF 1877 

Anderson, Oscar D., 618 East Ave., Red Wing 
Gary, Addie, Mrs. C. E. Persons. . . .Marshall 
Gile, Anna S., Mrs. W. D. Cleveland 

Volga, S. D. 

Laberee, Ruth Ella, Mrs. Wallace Galbreath 

Enderlin, N. D. 

Lathrop, Ella B Luverne 

Lathrop, Helen T Morgansville, N. Y. 

McClarey, Frances Address unknown 

McGaughey, Lizzie, Mrs. Bennett 

Orsville, Cal. 

Mead, Minnesota, Mrs. J. W. Swanstrom.. 

154 Pleasant Ave., St. Paul 

Morgan, Madge J., Mrs. Herbert Kingsbury 

377 Main St., Winona 

Murray, Cecil A Sparta, Wis. 

Noyes, Frank W Kennedy 

Owen, Vidoq L Ellsworth 

Potter, Lillian J Chatfield 

Rhodes, Frances Centerville, Wis. 

Richardson, Theodore J.. .Pacific Grove, Cal. 
Rudolph, Kate, Mrs. John Frazer 

112 Oxford St., Duluth 

Seeley, Willard L DeSmet, S. D. 

Shenton, Willard H 

339 Dearborn St., Chicago, 111. 

Sneathen, Anna E Normal Park, 111. 

Thayer, Leila E Deceased 

Thompson, Frances M Lake City 

MAY CLASS OF 1878 
Armstrong, Frances, Cordova, Argentine, S.A. 
Beman, Louisa, Mrs. J. D. Marston, Deceased 



222 



HISTORICAL SKETCH 



Bernet, Peter, Care Bernet & Crafts 

St. Louis, Mo. 

Bissett, Mary A 

E. 923 8th Ave., Spokane, "Wash. 

Boyden, Helen, Mrs. Helen Schenck 

513 Portland Ave., St. Paul 

Campbell, Emma, 3045 Lock St., Chicago, 111. 
Choate, A. B., 710 Temple Court, Minneapolis 

Davis, Anna C Deceased 

Hodgins, Walter Winona 

Jones, Lillie, Mrs. Sam'l Furlow, Rochester 
Kunze, Lizzie F., Mrs. A. R. Bowker 

142 76 Place, Chicago, 111. 

Langley, Lizzie, Mrs. Walter S. Kelley. . . 

2301 Cedar St., Berkeley, Cal. 

Meyers, Emma, Mrs. W. L. Beeman 

1410 8th St., S. E., Minneapolis 

Mills, Alexander Bismark, N. D. 

Noyes, Ada, Mrs. J. Harris 

998 W. Wabasha St., Winona 

Philley, Isaac Mazeppa 

Rank, Mary L., Mrs. J. H. Hall 

1221 5th St. S. E., Minneapolis 

Reumie, Fannie Breckenridge, Colo. 

Tucker, Ella, Mrs. E. K. Tarbell. . .Deceased 

Willson, Herbert G Spring Valley 

Zickrick, Clara, Mrs. Lewis Penwell 

427 Hemlock St., Helena, Mont. 

MAY CLASS OF 1879 

Bassy, Louise M., Mrs. Herman Ehlers. . . 

Deceased 

Bundy, Elsie E., Mrs. L. H. Hooning. . . . 

Pennfield, Penn. 

Butler, Josephine H., Mrs. J. Chappel, Kasota 

Campbell, Albert K Deceased 

Casey, Thos Lanesboro 

Ellis, Jennie, Mrs. W. W. Keysor 

1326 S. 31st St., Omaha, Neb. 

Fausett, Mary M., Mrs. Moses Kelsey. . . . 

Millbank, S. D. 

Foss, Charles A St. Charles 

Fryar, Calista C, Mrs. N. C. Radabaugh. . 

2438 24th Ave. S., Minneapolis 

Gates, Mary Adelaide 

157 W. Wabasha St., Winona 

Gowdy, Elizabeth G., Mrs. Geo. H. Betzer 

Somers, Mont. 

Gowdy, Jennie M., 

....... .3751 S. Aldrich Ave., Minneapolis 

Henderson, Elsie C, 270 Portland Ave. 

Minneapolis 

Hobbs, Evelyn A 

426 W. 14th Ave., Denver, Colo. 

Hyslop, Mary A., Mrs. N. M. McKitterick 

I 537 Summer St., Burlington, la. 

Kennedy.'Nellie A., Mrs. H. Richardson, Eyota 
Knopp, Martha, Mrs. C. Richardson, Elgin 



Knopp, William, Care Robinson Carey & 

Co St. Paul 

Kragenbuhl, Constance, Mrs. H. M. Oerter 

Chaska 

Lord, Herbert S Barnum 

Maxfield, Howard A., 104-106 2nd St. N. Mpls. 

Metcalf, Frank W Ogden, Utah 

Minck, Jennie E., Mrs. Frank Winkels. . . . 

503 East Fourth St., Winona 

Morrison, Louisa E., Mrs. L. M. Kenrick. . 

Waterville 

Morse, Margaret, Mrs. H. J. O'Neill, Deceased 
Nix, Amalie I. . . . 366 Laurel Ave., St. Paul 

Norfield, Susan N Cannon Falls 

Olmsted, Lizzie, Mrs. Reuben C. Brophy. . 

Deceased 

Perkins, Carrie G Deceased 

Randall, Eug. W., Mut. Life Ins. Co., St. Paul 
Raymond, Anna C, Mrs. T. J. Hammer. . 

Sunnyview, Portland, Ore. 

Rhodes, Adeline C Deceased 

Richardson, Andrew B Deceased 

Sorenson, Ernest Moorhead 

Thurston, Kate J., Pioneer Press Office. . 

St. Paul 

Walters, Louise Riverside, Cal. 

Weed, Fannie T. (Dr.) 

1971 Morton Ave., Pasadena, Cal. 

Winings, John Y Litchfield 

MAY CLASS OF 1880 

Brand, Hattie, Mrs. T. G. Robinson 

Montevideo 

Carpenter, Stella, Mrs. Dr. Taylor, Janesville 
Ditter, Kate A., Mrs. Kate D. Thompson. . 

Whitewood, S. D. 

Ditter, Maggie J., Mrs. M. D. Hambleton. . 

Red Willow Co., Bartley, Neb. 

Fenton, Evangeline A Portland, Ore. 

Ferguson, Julia E., 610 Oak Ave., Evanstonlll. 

Fitch, Elmer T Lyons, la. 

Fox, Clara M. Mrs. C. Kimball, Warner, S. D. 
Gage, Margaret E., Mrs. Austin Lord 

202 W. 81st St., New York City 

Gile, Albert L North Branch 

Giles, John F., 1400 Harmon PL, Minneapolis 
Glidden, Lucia M., Mrs. Strong 

Clinton Hotel, Minneapolis 

Hyde, Lizzie F., Mrs. Walter Fowler 

1512 16th St., West Superior, Wis. 

Jones, Kate, Mrs. Phil. Petter 

2935 4th St. S. E„ Minneapolis 

Kelly, Mary F 

Knapp, Ella M., Mrs. Harvey Dunning. . . 

Denver, Colo. 

Mann, Hattie E Litchfield 

Morey, Flo. M., Mrs. E. F. McCall, Lake City 
Newell, Ada I., Mrs. S. J. Harris 

Jerseydale, Cal. 



WINONA STATE NORMAL SCHOOL 



223 



Oertlie, Arnold Montana, Wis. 

Peters, Clara A Canton, S. D. 

Phelps, Sarah P., Mrs. John Hyslop, Pulda 

Rhodes, Dr. Edson Galesville, Wis. 

Rice, Louise, Mrs. F. S. Gillett 

East Scoot, N. Y. 

Roundy, Louis C Bear Valley 

Rowland, Emma E Deceased 

Towey, Winnifred, Mrs. Wm. McMillan... 

Deceased 

Vale, Julia A., Mrs. W. C. Brower, Faribault 
West, Ida, Mrs. M. H. Cusick 

Trail, Jackson Co., Ore. 

MAY CLASS OF 1881 
Brammer, Jessie, 562 W. Broadway, Winona 
Bringold, Susan P., Mrs. Dr. J. S. Talcot. . 

Elk Point, S. D. 

Crawford, Jennie, March School, Minneapolis 
Clearman, Margaret M.,386 StAlbans, St. Paul 
Forsythe, Hattie A., Mrs. J. Bartlett Taisey 

65 E. 6th St., Winona 

Glidden, Edna, Mrs. Sam Ranken 

828 4th Ave. S Minneapolis 

Greer, Mary C Lake City 

Hart, Minnie E Bath, Brown Co., S. D. 

Hegman, Josephine H LeSueur 

Hill, Alice Anoka 

Holton, Rachel Detroit 

Jarman, Nettie A., 2021-3$ Ave. S 

Minneapolis 

Laird, Eliza. W. , Mrs. C. O. Goss . . Deceased 
Lord, Austin, 202 W. 81st St., New York City 
Mclntire, Addie L., Mrs. A. L. Carr 

Northwood, N. D. 

McKinley, Adelle, Mrs. F. Bronson, Deceased 
Morgan, Charlotte E., Mrs. W. F. Leslie. . 

210 6th St., Northfield 

Mott, Hannah Wichita, Kans. 

Nesmith, Alexander Winnebago City 

Patterson, Mabel A., Mrs. Frank Stirling. 

Austin 

Peckham, Ella M Columbia City, Wash. 

Peters, Moses Galesville, Wis. 

Trask, John J., Cor. Snelling and Grand 

. .Ave. or try McAllister College, St. Paul 

Thombs, Arthur Princeton, N. J. 

Trumbull, Evelyn E., Mrs. John Morgan. 

St. Charles 

Van Gorder, Josephine, Mrs. Wm. Gaffney 

Winona 

Wetherbee, Mary A., Mrs. Anson P. Watson 

1892 Dayton Ave., St. Paul 

Wilbur, Linus Winona 

Willson, Carrie I., Mrs. C. Foster, Minneapolis 

APRIL CLASS OF 1882 

Boyden, Alice, Mrs. George W. Monteith.. 
1982 Eddy St., San Francisco, Cal. 



Brown, Josephine West Superior, Wis. 

Campbell, Ella B., Mrs. G. F. Miller 

348 W. 58th St., New York City 

Drew, Jeanette M Deceased 

Ellis, Gertrude C, Mrs. John Skinner, Austin 

Frizzell, Eliza Deceased 

Hart, Hattie D McGregor, Iowa 

Heath, Annie St. Paul 

Hulett, Belle A., Mrs. Belle Hulett Moore 

1731 9th Ave. S Minneapolis 

Hyde, Ella F Deceased 

Lyon, Blanche M., Care H. B. Lyon, Hinckley 
Mattson, John P., Hope Academy, Moorhead 

May, Alice, Mrs. M. C. Burke 

. . . .5554 Chamberlain Ave., St. Louis, Mo. 
May, Hannah T., Mrs. H. Kearney, Winona 

McCutchen, Anna, Mrs. A. W. Laird 

Potlatch, Idaho 

Meyers, Emma L., Mrs. Emma Wolverton 
Care Jno. J. Meyers, 3751 Clay St., 

San Francisco, Cal. 

Pember, Inez, Mrs. A. T. Jernegan, Lake City 

Rhodes, Jennie Deceased 

Sayles, Anna R Clearwater 

Stoker, Gertrude, Mrs. E. B. Thompson. . 

62 S. Dale, St. Paul 

Stone, Mary I. (Married). .Address unknown 
Strong. Roberta L., Mrs. H. L. Maryatt. . 

Deceased 

Vale, Regina, Mrs. L. R. Barto, Sauk Center 

Yeaton, Ella M., Mrs. John Woolley 

Woolcroft, Cornwall-on-Hudson 

MAY CLASS OF 1883 
Alleman, Ida, Mrs. G.L.Wright, West Concord 

Anding, Lizette, Mrs. Porter 

875 Clark St., St. Paul 

Arneson. Charles Preble 

Beebe, Jennie, Mrs. L. M. Rand 

1922 4th St., S., Minneapolis 

Burns, Mary Deceased 

Craik, Annie Deceased 

Cram, Fannie, Mrs. Wm. Buell Hale 

3a Gabino, Barnda 47 Mexico City, Mex. 
Crane, Delia M. 35 W. 33d St., Minneapolis 
Dick, Emma L., Mrs. E. L. Geddes. . .Anoka 
Donaldson, Ella R., Mrs. Samuel T. Davis 

816 Silver Ave., Kansas City, Kans. 

Drew, James . . . 1307 Chelmsford St., St. Paul 

Flannery, Mary, Mrs. M. Keenan 

2309 15th Ave. S., Minneapolis 

Flemming, Edith, Mrs. W. Knopp 

. . . .Care Robinson, Carey & Co., St. Paul 
Fockens, Anna C, Mrs. Chauncey Waterman 

918 Norwood Ave., Toledo, O. 

French, Fannie G Alexandria 

Gross, Otis C Dakota 

Grover, Nancy C, Mrs. N. F. Wedge 

Zumbrota 



224 



HISTORICAL SKETCH 



Hayes, Hattie, Mrs. Hattie E. Dubendorf 

Alamosa, Colo. 

Hopkins, Frances, Mrs. J. Watkins 

Keith, Hattie A Winona 

Kilian, Anna C, Mrs. O. T. Hulburd 

6150 Monroe Ave., Chicago, 111. 

Lyman, Mary J., Mrs. Mary J. Nixon. . . . 

602 1st Ave. N., Boise, Idaho 

Melville, Ada S. M., Mrs. John B. Shaw, P.O. 

Box 40, Broadview, Yellowstone Co., Mont. 

Nelson, Alfred Deceased 

Parson, Fred D Madison, Wis. 

Pettis, Kate J., Mrs. Kate Pettis Kerr 

Slippery Rock Nor. Sch., Slippery Rock, Pa. 
Rose, Emma, Mrs. F. C. Rose 

609 Indiana Ave., Winona 

Salisbury, Ada B., Mrs. T. Cartlage, Deceased 
Stewart, Lucy A., Mrs. W. N. Herrick. . . . 

Rochester 

Taylor, Ella J., Missionary 

Maulmeis, British Burmah, Asia 

Whitney, Emma M., Mrs. W. T. Bray. . . . 

St. Regis Flats, Duluth 

Williams, Ella J 

2818 Cedar St., Milwaukee, Wis. 

MAY CLASS OF 1884 

Ahern, Catherine J. (Married) 

Address unknown. Was Dundas 

Barnes, Estelle H., Mrs. E. B. Decker 

LeSueur 

Barney, Annie L Syracuse, N. Y. 

Beswick, Minnie Appleton 

Bingham, Kittie J., Mrs. Chas. W. VanTuyl 

4236 Queen Ave. S., Minneapolis 

Blackman, Letha L., Mrs. D. B. Morrison 

Winona 

Blake, Minnie, Mrs. Chas. H. Richardson. 

Santa Rosa, Cal. 

Brammer, Sarah E., 562 W. Broadway, Winona 
Brooks, Florence M., Mrs. Geo. W. Boss. . 

Green Bay, Wis. 

Cain, Mary, Mrs. Edw. Douglas 

Vancouver, B. C. 

Dawley, Daniel L 

610 St. Anthony Ave., St. Paul 

Dick, Clarence F 

134 Princeton St., Springfield, Mass. 

Donavan, Harriet R., Mrs. H. Choate. . . . 

263 W. Fifth St., Winona 

Door, Addie L., Mrs. Harper Hamline 

Fischer, Minnie, 111 13th Ave. N. E., Mpls. 

Frost, Eme E., Mrs. J. M. Houghtelin 

Chatfield 

Geddes, John H., Mankato 

Grimshaw, Maud, Mrs. C. M. Jordan 

615 E. 18th St., Minneapolis 

Hawes, Bertha L., Mrs. W.H. Given, Deceased 



Hayes, Lilian B LeRoy 

Heap, Jennie L. , 1216 Bryant Av. , Minneapolis 
Horan, Lizzie, 110 28th Ave. S., Minneapolis 
Hunt, Margaret G., Mrs. Thos. Roach .... 

102 E. Sanborn, Winona 

Huntoon, Mora, 1015 Nicollet Av. , Minneapolis 
Kingsbury, Lillie V 

2108 Grant Ave . Denver, Colo. 

Knapp, Grace M. (married) Address unknown 

Lafky, Frederick J Lewiston 

Mead, Irene M. , Box 135' R. 2, Long Beach, Cal. 
Nutting, Wm. W., Westchester Co 

Pelham, N. Y. 

O'Halloran, Anastasie 

115 Pleasant Ave., St. Paul 

Palmerlee, Myrtle L Deceased 

Porter, Nellie J., Mrs.B.R. Stahman, Wabasha 
Pye, Mary A., Mrs. E. F. Oliver, Hudson, Wis. 
Ritchie, Sarah I., Mrs. John Holzinger, Winona 
Robb, Rosa Addie, Mrs. Benj. Wheeler. . . 

618 Center St., Winona 

Rohow, Emma L. , 1419 Cass St., La Crosse, Wis 

Runge, Elise Sauk City, Wis. 

Schoonmaker, Lillian B., Mrs. Carley, Winona 
Schutte, Mary B., Hawthorne Bldg., Mpls. 
Seeman, Charles H., Care Garrison House 

Sioux City, Iowa 

Selover, Louise B., Mrs. Thos. H. Kirk. . . 

San Bernardino, Cal. 

Shewmake, Emma, Mrs. Thos. A. Askew. 

Sprehr, Bertha Sauk City, Wis. 

Sullivan, Carrie E Minneapolis 

Stebbins, Althea V. (Dr.) Rochester 

Steffens, Chas. H Racine 

Thoirs, Ruth E., Mrs. Wm. Irish. ..Deceased 
Wheeler, Carrie M., 1401 E. 28th St., Mpls. 

White, Helen C, Mrs. Woodruff Mound 

Williams, Matilda J., Wabasha 

Works, Jennie M., Mrs. Geo. Martin, Deceased 

MAY CLASS OF 1885 
Beman, Catherine D., Mrs. Darwin Olds. . 

Fremont, Wash. 

Braley, Winifred, Mrs. Clark Corey, Deceased 
Burns, William, . .112 W. Third St., Winona 
Busian, Zella E., Hotel Berkeley, Minneapolis 
Clarke, Jeanette A., 120 E. Broadway, Winona 
Curtis, James D 

1010 E. 45th St., Seattle, Wash. 

Douglass, Luverne A., Mrs. Verna Hancock 

Fargo, N. D. 

Dresbach, Belle, Mrs. M. A. Doran 

Munice, Ind. , c. o. The Ringold 

Flynn, George D Postal Clerk, St. Paul 

Getty, Jennie V, Waverly Mills 

Gordon, Lillie E., Lincoln Bldg 

Spokane, Wash. 

Harris, Emily R., Mrs. J. E. Bell 

2401 Park Ave., Minneapolis 



WINONA STATE NORMAL SCHOOL 



22 5 



Holmes, Manfred J 

703 S. Broadway, Normal, 111. 

Kelly, Bridget T., Mts. M. A. Keane 

Pine Island 

Kennedy Effie J., Harvard Chambers, Mpls. 

Keyes, Olive E 113 E. Wabasha, Winona 

Kimball, Anna M., Mrs. M. K. Zahner, Mpls. 
Krause, Julia A., Mrs. H. J. Hobart 

494 38th St., Oakland, Cal. 

Long, Delia J., Prin. School, Muskegon, Mich. 

Ludlum, Adelaide L Minneapolis 

McCutchen, Mary R 

177 W. Wabasha St., Winona 

McElliot, Margaret T., Mrs. Martin HefTron 

Rochester 

McShane, Ellen, 926 Westminster St., St. Paul 
Moore, Anna L 

418 N. Broom St., Madison, Wis. 

Mosher, Ernest H., Care Emerson Bldg. . . 

Berkeley, Cai . 

Rathman, Hattie M., Mrs. Alva Smith. . . 

133 Galena Boul., Aurora, 111. 

Reed, Ora A., Mrs. C. Zinck, South St. Paul 
Russel, Sophia E 

2445 Park Ave., Minneapolis 

Sell, Ella M., Mrs. Ludwig 

....Care Mr. Sell, Druggist, Minneapolis 

Simpson, George T St. Paul 

Sinclair, Mary E., Mrs. Dr. C. B. Johnston 

Fairmont 

Stewart, Edith I., Mrs. R. L. Hall,. . Anoka 
Stewart, Idaline, Mrs. Frederick O. Schlipf 

1113 2nd Ave. S., Fargo, N. D. 

Thibeau, Emma M., Mrs. Alex. J. George 

Deceased 

Yeaton, Anna O., Mrs. Harry Miller 

Kalispell, Mont. 

Yerxa, Carrie, Mrs. W. F. George 

1480 N. 70th Ave., Chicago, 111. 

Sub-station Mont Clare 
MAY CLASS OF 1886 
Bissett, AUie J, E. 923 8th Ave, Spokane.Wash 

Brameier, Amalia H Deceased 

Brown, Emily St. Peter 

Brown, Irvin Otis Emmett, Idaho 

Brown, Sarah Granger 

Buckley, Mary Merrill, Wis. 

Bullis, Mabel E., Mrs. J. Clarence Abbott 

Deceased 

Cooley, Helen G., Mrs. Dr. L. M. Roberts 

Deceased 

Dibble, Etta M., Mrs. Nelson .... Owatonna 
Eddy, Belle E., Mrs. R. D. Silliman 

Honolulu, Hawaii 

Everhard, Winifred A., Mrs. Roy Guild. . 

913 W. Adams St., Chicago, 111. 

Fairbanks, Martha A., Mrs. Wagner, Winona 
Firth, Vincent H Lewiston 



Fitzpatrick, Margaret, 253 W. Mill St., Winona 
Fleming, Jennie E., Flemington, Polk Co., Mo, 
Fletcher, Harriet L., Mrs. C. H. Ware 

Northfield 

Forster, Mattie I., Mrs. Frank A. Steele. . 

705-8 N. Y. Bldg., Seattle, Wash. 

Giles, Marion F., Mrs. Edward S. Betts. . . 

700 2nd St. S., Little Falls 

Glynn, Helen M., Mrs. James Manley. . . . 

New Rockford, N. D. 

Grant, Martha Grand Forks. N. D. 

Hamlin, Nellie L., Mrs. G. J. Smith, Chatfield 
Harmon, Stella J., Mrs. W. E. Morse, Deceased 

Hill Nancy L Rockville, 111. 

Hopp, Katie L., Mrs. A. P. Rounce, Rose Creek 
Johns, Jessie M., Mrs. A. L. Slemmons. . . . 

Ellensburg, Wash. 

Klampe, Lela M 

612 9th Ave. S. E., Minneapolis 

Laberee, Hattie M., Mrs. R. J. Mann 

Clark, S. D. 

Manahan, James Minneapolis 

McShane, Lucy Deceased 

Morton, Carrie B., Mrs. J. P. Sparks, Anoka 
Nutting, Robt. B., . .36 E. 3rd St., St. Paul 

Peterson, Kate Lake City 

Pierce, Grace I Lake City 

Ramm, Mary C 

1510 15th Ave. S., Seattle, Wash. 

Richardson, Chas. H Santa Rosa, Cal. 

Rockwell, Minnie E., Mrs. Henry Morse Smith 

Rushford 

Roff , Minnie C Lake City 

Rohow, Amelia W Deceased 

Seaton, Julia F Moved from Winona 

Sloan, Louise C 

1536 Arch St., Berkeley, Cal. 

Smith, Hiram (Dr.) Crookston, N. D. 

Speckman, Emma J 

372 E. Broadway, Winona 

Steele, Ida A, 217 20th Ave., Denver, Colo. 

Stewart, James (Dr.) Spearfish, S. D. 

St. John, George E Everett. Wash. 

Taylor, Robt. D Lanesboro 

Thompson, Margaret A Spearfish, S. D. 

Timmons, Lida M., Mrs. Chas. Spencer. . . 

Willmar 

Trost, Agnes M Lake City 

Troy, Grace L Anoka 

Wear, Robt. E Reeds Landing 

Weld, Martha E., Mrs. Jas. McKean Thompson 

2217 N. Fremont Ave., Minneapolis 

Wheeler, Lida R Deceased 

Wilson, Anna P Deceased 

MAY CLASS OF 1887 
Anderson, Delphine, Mrs. Charles Squires 

San Bernardino, Cal. 

Austin, Margaret C Peru, Neb. 



226 



HISTORICAL SKETCH 



Bossuet, Clara E., Mrs. Clara Lewis 

North Ontario, Cal. 

Breen, Catherine M., Mrs. J. J. Laughlin. . 

Deceased 

Buchanan, Minnie E Faribault 

Burk, Ida O., Mrs. Fred School. . . .Deceased 

Cheney, Edith G Las Gatos, Cal. 

Cool, Lillian G., Mrs. E. J. Babcock 

University, Grand Forks Co., N. D. 

Cooper, Alice M., Mrs. Henry C. Grass, Slayton 

Cram , Melvina C Pickwick 

Drake, Alice E Deceased 

Farrar, Elna C, Mrs. Elna Vail, R. 1, Lewiston 

Farrar, Martha Deceased 

Fasching, Rosalie, Mrs. D. M. Smith 

141 N. 8th St., Brainerd 

Gaylord, Mary E., Mrs. Rev. E. Leach. . . 

Stillwater 

Gehm, A. W. F Deceased 

Gies, Franciska G Austin 

Gray, Margaret I Lake City 

Hanke, Louise L., Mrs. Dr. J. Watson, Alden 
Holbrook, Royal H.... Cedar Rapids, Iowa 
Hookland, Siebert S., 77 Jackson St. West. 

Pass. Asso., Chicago, 111. 

Hutchinson, Lucy A., Mrs. E. N. James. . 

Redlands, Cal. 

Keating, James Wabasha 

Kirk, Eliza A Moorhead 

Knapp, Hannah E., Mrs. Geo. Pfefferkorn 

St. Charles 

Knopp, Helena, Mrs. Amos Bleifuss 

Stewartville 

Lacy, Lillian V Deceased 

Liebe, Mary F Deceased 

Manuel, Malvern H., Merriam Park, St. Paul 
Marfield, Eveline S., Mrs. Harry Bolcom... 

1424 Seventh Ave. W., Seattle, Wash. 

Matthews, Antoinette E 

419 S. 2nd St., Stillwater 

Mattocks, Fanny T., Mrs. Harvey P. Smith 

425 15th Ave. E., Duluth 

Mitchell, Celia M., Mrs. Geo. Muller, Deceased 
Mitchell, Jessie R 

. . . .476 Los Robles Place, Pasadena, Cal. 
O'Connell, Ellen, 303 Third St. N., Stillwater 
Olson Bertha A., Mrs. Eugene Krohn. . . . 

Black River Falls, Wis. 

Richards, Nellie 

4123 S. Sheridan Ave., Minneapolis 

Richardson, Samuel W 

201 Exchange Bldg., Duluth 

Root, Sarah Jessie 

26 S. Albany Ave., Chicago, 111. 

Schirm, Lena M., Mrs. Ellis Nichols, Mpls. 

Scott, Walter C Winona 

Steinman, Lucy C, Mrs. W. H. Stanchfield 

1208 First St., La Grande, Ore. 

Stewart, Edith M Winona 



Thuet, Emma, . . .208 Nelson Ave., St. Paul 
Walloe, Helena, Mrs. Fritz W. Wall 

424 N. Chart St., Madison, Wis. 

Willard, May G Seattle, Wash. 

Wright, J. Laura, P. O. 123, Leadville, Colo. 

MAY CLASS OF 1888 
Adams, Julia O., 2103 Colfax Ave. S., Mpls. 
Atwood, Angie M., Mrs. E. Cranston, Mpls. 
Beinhora, Bertha, 2623 W. 3rd St., Duluth 
Benedict, Ida H., 820 5th Ave. S., Fargo, N.D. 

Blood, Ada M Deceased 

Blunt, Alice, Mrs. Willis G. Stoughton. . . . 

1560 Asbury Ave., Evanston, 111. 

Bruce, Ethel Maria Red Wing 

Buck, Sallie E., Mrs. S. I. Rand 

Holyoke, Col. 

Burke, Louise L., Mrs. J. R. Baker. .Winona 

Cornwell, Cynthia J Pine Island 

Cox, Alice Mary, 2401 Jackson St., Minneapolis 
Davis, Jas. T., 3118 Columbus Ave., Mpls. 
Drohan, Margaret A 

2716 Portland Ave., Minneapolis 

Duff, Louisa J., Mrs. L. J. Johnson, Waltham 

Farrar, Harry C Stockton 

Flannery, Ellen A., Mrs. T. Wade, Lake City 

Forrest, Janette H 

Garland, Jas. L., 3329 Columbus Ave., Mpls. 

Goodrich, Lyle La Crosse, Wis. 

Gray, Cecile B Lake City 

Groves, Edna A., Mrs. J. Q. A. Braden. . . 

Aberdeen, S. D. 

Hall, Teresa, Mrs. Ralph H. Tombs, Deceased 
Hays, Abbie G., Mrs. W. N. Smith 

Grafton, N. D. 

Henderson, William B 

919 Guaranty Bldg., Minneapolis 

Heydon, Gertrude D 

1216 State St., La Crosse, Wis. 

Holbrook, Lettie F 

661 Ankeney St., Portland, Ore. 

Hunt, Helen F., Mrs. C. W. Gillam, Windom 

Hutchinson, Chas. A Deceased 

Kennedy, Ida B 

4629 Fremont Ave. S., Minneapolis 

Kimble, Anna M., Mrs. Fred Beckwith. . . 

Sioux City, Iowa 

Koller, Bertha, Mrs. Alex. Stewart, Deceased 

Libby, Eleanor S 

Man, Clara, Mrs. L. T. Lobdell. .. .Deceased 
Meeds, Lulu M.,. . 520 S. 2nd St., Stillwater 
Miles, Seba G., Mrs. H. E. Mabey, Lake City 
Miller, Lila, Mrs. John Augustin '. 

Seattle, Wash. 

Munger, Jennie A., Mrs. J. Loogren, Red Wing 

Nettleton, James H Deceased 

Nisbit, Jane Worthington 

Poe, Clara L., Mrs. Frederick Sexton 

Seattle, Wash. 



WINONA STATE NORMAL SCHOOL 



227 



Reuss, Matilda. .. .413 E. Sanborn, Winona 

Rice, O. E Necedah, Wis. 

Sheardown, Minnie Winona 

Smith, Carrie D., Mrs. Homer Hamlin. . . . 

San Diego, Cal. 

Smith, Clarence M., Merchant (Smith Bros.) 

Hawarden, Iowa 

Smith, Walter W.. Merchant (Smith Bros.) 

Hawarden, Iowa 

Tanner, Amy E., Wilson College 

Chambersburg, Pa. 

Terrill, Martha I., Minneapolis 

Tierney, Alice J Farmington 

Upham, Emily C Meriden, Conn. 

Williamson, Emma M Cannon Falls 

Wohlfahrt, Emily, Mrs. E. K. Cheadle. . . 

Brainerd 

MAY CLASS OF 1889 

Ashley, Eloise M., Mrs. Marshall R. Brown 

714 W. 12th St., Sioux Falls, S. D. 

Batchelder, Benjamin S Deceased 

Bradford, Francis M., Mrs. F. Grow, Red Wing. 
Bren, Anna L., Mrs. A. F. Zimmerman. . . 

1326 Clermont St., Antigo, Wis. 

Carpenter, Maude H 

315 W. Broadway, Winona 

Coleman, Mary L., Mrs. M. E. Grousbeck 

Deceased 

Cook, Addie M., Mrs. H. Banfield, . ..Austin 

Currier, Edith B Galesville, Wis. 

Dunning, Annie M., Mrs. Perry Nichols.. 

Pringhar, Iowa 

Ellis, Kit Carson Austin 

Erickson, Martina C, Dean of Women, . . 

. . . .State Normal School, Terre Haute. Ind 

Felsted, Eleda F N. Yakima, Wash. 

Ferguson, Ann E Lanesboro 

Flagg, Eda D., 766 Sawyer Ave., Chicago, 111. 
Gallagher, Mary Ann, Mrs. James Keating 

Deceased 

Grieser, Ella T. H., 19 17th Ave. S., Duluth 
Hamlin, Hattie M., Mrs. W. F. DeWitt. . 

Chatfield 

Hoerger, Will Faribault 

Hynes, Julia A., 63 N. 11th St., Minneapolis 

Jacobs, Virginia Eau Claire, Wis. 

Jones, Susan Ella Winona 

Killeen, Anastasia (Married) Lake City 

Kirk, Alice E Moorhead 

Lake, Lillie Ann, Mrs. J. H. Dorival, Caledonia 

Love, John G Lime Springs, Iowa 

Lyons, Mary Emory Seattle, Wash_ 

Martin, Gertrude Northfield 

Marvin, Fannie, . . .1021 E. 2nd St., Duluth 
McCarl, Carrie B., Mrs. Chas. A. Millam . . 

1227 W. Broadway, Winona 

McDonald, Eva, Mrs. Calvin W. Baker. . . 

Hotel Stoddard, La Crosse, Wis. 



McGuane, Anastasia C Winona 

Miller, Lillian A., Mrs. L. A. Larson 

926 W. 5th St., Duluth 

Millett, Avadana (Married) 

1219 2nd St. S., Stillwater 

Nash, Mabel Grace Lanesboro 

O'Brien, Minnie M., 46 The Buckingham. . 

St. Paul 

Olson, Anna O., Mrs. J. F. Hindman 

Gary, S. D. 

Parks, N. Adella, 812 Badger St. LaCrosse.Wis 
Pennington, Cynthia, 501 S. 2ndSt.,. Stillwater 
Peterson, Annie L., Mrs. O. Harvey ... Oslo 

Pratt, Guilford J Viola 

Rafferty, Cora M., Mrs. S. F. Way, Deceased 
Regan , Mary Frances , 328 W. Howard , Winona 

Rice, Sarah Elizabeth Deceased 

Rohweder, Annie Sugar Loaf, Winona 

Rucker, Lena H., City Schools, Seattle, Wash. 
Ruhberg, Lena S., Mrs. Lena Knight. . . . 

Flandreau, S. D. 

Searles, Helen B Elgin 

Seipel, Augusta C, Mrs. Harold Fegraens. . 

. . .Lake View P. O., 4719 Pitt St., Duluth 

Selmser, Sarah Cass Deceased 

Shier, Anna B., Mrs. C. H. Lord. . . .Kasson 
Smith, Annie C, Mrs. Burpee. ..Pine Island 
Smith, Bertha R., Mrs. Willis C. Holman. . 

Hamilton, Mo. 

Smith, Mary Elizabeth, Mrs. Markwell. . . 

1314 11th Ave., Spokane, Wash. 

Staples, Helen F 467 Huff St., .Winona 

Steuernagel, Anna, Mrs. Dr. Anna Duglas 

426 Winchester Ave., Chicago, 111. 

Suiter, Elizabeth, Mrs. Wm. J. Barrette. . 

804 Park Ave., Salt Lake City, Utah 

Swarts, Florence E Chatfield 

Terrill, Gertrude O., 1316 S. E. 7th St., Mpls. 
Walter, Bertha E., Mrs. N. C. Pike, Lake City 

Williams, Adella W Owatonna 

Woolridge, Clara E., Mrs. Doten 

Triumph, Martin Co. 

MAY CLASS OF 1890 

Aiken, Ida A., Mrs. B. A. Van Sluyters. . . 

Cherokee, Iowa 

Anderson, Lillie B., Mrs. J. A. Freeborn. . 

Fergus Falls 

Barnes, Leah Deceased 

Barnum, Lizzie R., Mrs. J. M. McGuiggan 

278 Ronde St., St. Paul 

Benson, Ida R Spring Valley 

Blackburn, Essie Sparta, Wis. 

Bleifuss, Lydia M., Mrs. L. M. Murdock. . 

Wabasha 

Bohn.Theckla F., Mrs. G. Becker, Ogden .Utah 

Braley, Charles A Winona 

Brookner, Ella, Mrs. O. F. Peters, Cannon Falls 



228 



HISTORICAL SKETCH 



Child, Ida H., Mrs. Wallace L. Tifft, Glencoe 
Clark, Lucy A 

2224 Benton Block, Kansas City, Mo. 

Cochran, Dr. Wm. James Lake City 

Comee, S. Bertha Waseca 

Conway, Adina M 

2929 Budlong Ave., Los Angeles, Cal. 

Cornwell, Jane S 

327 W. Wabasha St., .Winona 

Dick, Charles G., Dr., Elwood, Ind. 

Eggers, Mary M., Mrs. E. S. Person, Deceased 
Freeman, Frances 

2801 Lyndale Ave. S., Minneapolis 

Gibbons, Minnie A 

1012 N. J. St., Tacoma, Wash. 

Grant, EUa, Mrs. S. W. McCray 

446 W. 69th St., Chicago, 111. 

Hagen, Emma Deceased 

Harlowe, Grace R., 1035 Bush St., Red Wing 

Heers, Ida A 425 State St., New Ulm 

Holmes, Cora A Decorah, Iowa 

Kimball, Lois C, Mrs. Geo. R. Matthews. 

Stanford University, Cal. 

MacKenzie, Anna L., Mrs. H. N. McChesney 

Northfield 

McGlennon, Cora B Deceased 

Olsen, Lizzie G, 59 E. Sanborn St., Winona 

Olson, Carrie L Faribault 

Packard, Harriet M 

204 W. Wabasha St., Winona 

Pfaender Minnie New Ulm 

or 105 Smith Ave., St. Paul 
Reed, Margaret, 419 Avon St., LaCrosse, Wis. 

Rothenburger, Mary B Chatfield 

Schneider, Oscar J., Phil. College Osteopathy, 

. . . .Witherspoon Bldg., Philadelphia, Pa. 

Severance, Walter J Dodge Center 

Sherman, Lizzie E, 103 E. Howard St, Winona 

Skinner, Mary E Austin 

Sones, Nellie D., Mrs. E. C. Tupper, St. Paul 
Sprague, Julia W., Mrs. Dr. Wm. Colleran 

La Crosse, Wis. 

Stephans, John A Deceased 

Sunberg, Matilda L., Mrs. J. M. Rustad, Austin 
Swain, Josephine H., Mrs. Dr. Donald Camp- 
bell Grand Forks, N. D. 

Trow, Isabel M., Mrs. Frederick F. Servis 

903 State St., . .LaCrosse, Wis. 

Van Emon, Kate E., Willis, Mont. 

Van Sant, Elizabeth., 717 N. Y. Life 

Omaha, Neb. 

Van Sant, Grant St. Paul 

Walker, Edna E., 1117 State St., LaCrosse.Wis. 

MAY CLASS OF 1891 
Ashley, Bessie Rebecca, Mt. Vernon Semi- 
nary, 11th and M. St., Washington, D. C. 
Averill, Marietta, 152 E. Howard St., Winona 
Balcom, Edward Leslie Chatfield 



Bruss, William A Elmore 

Buckley, Margaret C Faribault 

Buckley, Nellie A Farmington 

Clark, Emma Cassandra, Mrs. John Mitchell 

Ortonville 

Conway, Ella Martha Los Angeles, Cal. 

Couper, Evaline L., Mrs. J. Miller, Northfield 
Curtis, Franc E., Mrs. J. A. Nelson 

502 6th Ave. S., Great Falls, Mont. 

Daniels, Grace M 

1128 State St., La Crosse, Wis. 

Dixon, Susie E., 476 Main St., Winona 

Ellis, Iva O, Mrs. Warren M. Jenness. . . . 

Hensler, N. D. 

Felgate, Nettie M. Mrs. Nettie Whitelaw. 

3249 Blaisdell Ave., Minneapolis 

Heers, Ida A Springfield 

Hillmer, Jennie M. A., 203 E. King St., Winona 
Hockema, Amelia L., Mrs. H. C. Bowing. . 

619 6th Ave. S., St. Cloud 

Kingsford, Amy E Rushford 

Kraeger, Eliza, . .1114 N. 4th St., Stillwatea 

Laird, Martha E Eyota 

Langum, Ellen C, Mrs. Ellen Bakke 

Columbia Sta., Seattle, Wash. 

Longley, Emma R. (Married) . . Tipton, Iowa 

Lutz, Emily J Lake City 

Lynch, James Dr Winona 

Mabey, Lulu B Lake City 

Martin, Mrs. D. C Winona 

Martin, Maud I., Mrs. F. K. Gifford 

Ft. Collins, Colo. 

McLeod, Johanna E., Mrs. Mansfield, Warren 
McLeod, Kate, 312 Water St. .., Albert Lea 
Olson, Mary E., Mrs. H. M. Stanford, Moorhead 

Olson, Thea O Grover 

Palmby, Mary E Witoka 

Palmerlee, Mary Lodona, . .Mrs. B. C. Gillis 

Windom 

Paul, Alice E., Mrs. Will Foster. . . .Deceased 
Redfield, Edith A., Mrs. M. E. Abbott 

Northfield 

Reinert, Annie Red Wing 

Requa, Rachel A Everett, Wash. 

Rowley, Thos. C Douglas, Wyo. 

Sackett, Maude A Lanesboro 

Selover, Julia May Chicago, 111. 

Spencer, Christie Ann Northfield 

Sullivan, Laura M Spring Valley 

Teaching Great Falls, Mont. 
Sutton, Alice, Mrs. E. E. Bryant 

3414 Champion St., Fruitvale, Cal. 

Swain, Eleanor D., Mrs. J. E. McConnell. . 

403 Orchard Place, La Crosse, Wis. 

Sylvester, Electa A Deceased 

Tainter, Austin G Austin, Nev. 

Tibbetts, Adolph C Blue Earth 

Vail Lelia E., Mrs. R H. G. Netz 

617 S. Elm St., Owatonna 



WINONA STATE NORMAL SCHOOL 



229 



Vaughan, Nellie Mable Fergus Falls 

Walter, Laura M Lake City 

Wilcox, Grace E Wilmar 

MAY CLASS OF 1892 

Adams, Alice M Mantorville 

Adams, Clara D Sechlerville, Wis. 

Adams, Minnie R., Mrs. Eugene H. Brown 

1613 12th St., West Superior, Wis. 

Bell, Carrie, Mrs. George Bilbie 

Rodney St., Buffalo, N. Y. 

Berke, Anna P Northfield 

Bonesteele, Clara P Ostrander 

Bruce, Mariam E., Mrs. Mariam B. Nelson 

Berea, Ky. 

Bystrom, Bertha, Mrs. M. Glemstad. .Tyler 

Chapin, Clarice F Austin 

Chapin, Helen L Chester, Iowa 

Church, Mabel I., Mrs. Mabel Duryea. . . . 

Minneapolis 

Clay, Nellie F., Mrs. Chas. F. Ayton, Deceased 

Clayton, May B Money Creek 

Coffin, Charlotte P., 613 2nd Ave., St. Cloud 

Constantine, Anna M Red Wing 

Crane, Eugenie E., Mrs. George Clifton.. 

Deceased 

Dawley, Edna M Northfield 

Drohan, Anna E., Mrs. J. Lynch, Minneapolis 
Fairchild, Frances E., Mrs. Wm. 0. Mann 

Mass. Homeop. Hospital, Station A. . . . 

Boston, Mass. 

Finseth, Martha O Kenyon 

Flynn, Alice, Mrs. Edw. Bakody 

Oklahoma City, Okla. 

Flynn, Etta J 

Flynn-, Mary O., Mrs. Morris O'Herrin, Mpls. 

Foote, S. Louise Sparta, Wis. 

Galbreath, Flora Snyder, Colo. 

Glissman, Henrietta M. . . .Los Angeles, Cal. 
Green, Philo E., State Training School. . . 

Red Wing 

Hancock Maude N Red Wing 

Hansohn, Emma M Mabel 

Hanson, Emma A 

527 N. 7th St., La Crosse, Wis. 

Hanson, Margaret A Owatonna 

Heim, T. Odelia St. Charles 

Hostetter, Lillian Deceased 

Hughes, Margaret E., Minneapolis City Sch. 

Isaacs, Louis South St. Paul 

Iverson, Bertina Lanesboro 

Johnson, Elmina M., Mrs. S. F. Robinson 

Eau Claire, Wis. 

Karn, Josephine M., Mrs. Chas. Koob, Windom 
Kelly, Anna G., 121 N. Greeley St., Stillwater 
Kiesling, Sophia A., Mrs. Richard Smith. . 

. . . .1724 Boone Ave., W. Spokane, Wash. 
Kittridge, Jessie C, Mrs. Edmund Rausch 

Waterloo, Iowa 



Knapp, Catherine M., Mrs. C. K. Hunt. . . 

Montezuma, Iowa 

Livingstone, Anna I Chester 

Lothrop, Mary O Eau Claire, Wis. 

Lynch, Mary E., Mrs. Mary L. Andrews. . 

Cloquet 

Mather, Sarah E., Mrs. Lee Canfield 

Sparta, Wis. 

Mattocks, Ellen R., Mrs. Lester M. Maben 

74 Central Terrace, Central Ave., St. Paul 
McLaggan, Eva R 

1007 W. Ramsey, Stillwater 

McLeod, Annie Homer 

Met-alfe, Georgia A Walla Walla, "Wash. 

Montgomery, Katie Blue. Earth City 

Murray, Catherine 

1515 Hawthorne Ave., Minneapolis 

Pearce, Mary E., . .733 Grand Ave., St. Paul 

Pfeiffer, Hannah M Red Wing 

Pierce, Clarissa St. Peter 

Pribble, Evalin A Anoka 

Ranum, Sophie La Crosse, Wis. 

Richardson, Flora M Elgin 

Richardson, Julia E 

621 Cass St., La Crosse, Wis. 

Robinson, Harriet M 

2720 Elliot Ave., Minneapolis 

Roff, Julia C, Mrs. F. M. Cropsey, Fresno, Cal. 
Ryder, Rose M., 93 Orlin Ave., Minneapolis 
Sanders, Cora A., Mrs. Julius P. Sanders. . 

Fairmount, N. D. 

Schermuly, Marie E. B 

622 W. Olive St., Stillwater 

Seward, Minnie M., 416 5th St. S., Stillwater 
Smithson, Cora E., Mrs. Evelyn Lyman. . 

Stillwater 

Stark, Helen F., Mrs. A. P. McDowell 

Adair, Iowa 

Statelar, Hattie Chlora Faribault 

Swarts, Winifred, Mrs. F. J. Fairbanks. . . 

202 Elm St., Northfield 

Thune, Emma L Decorah, Iowa 

Trow, Alice M., Mrs. W. D. McDonald. .. 

La Crosse, Wis. 

VanKleeck, Ethel D Ortonville 

White, Emily Maude, Mrs. W. A. Bartlett 

Santa Anna, Cal. 

Whiting, Olive E., M^-s. R. Stone 

State Capitol, St. Paul 

Yeaton, Mary S., Mrs. L. A. Bartlett 

Belgrade, Me. 

MAY CLASS OF 1893 
Abt, Emma W., . .2309 Bryant St., St. Paul 

Alexander, Theo. S Bozeman, Mont 

Allen, Minnie B Red Wing 

Anderson, Catherine F Goodhue 

Beardsley, Beatrice 

512 W. Franklin St., Elkhart, Ind. 



230 



HISTORICAL SKETCH 



Best, A. Pearl Deceased 

Borresen, Hannah M. B., Mrs. Geo. S. Hage 

Madelia 

Bradley, Dollie Deceased 

Broome, Jeanette Deceased 

Buchanan, Minnie F., Mrs. G. D. Wilder. . 

487 St. Anthony Ave., St. Pau 1 

Bullard, Cora L Everest, N. D. 

Busson, Clara L Deceased 

Chadwick. Isabel C, Mrs. J. A. Poetz, St. Peter 
Christian, Mary H., 226 E. 2nd St., Winona 
Clifford, Florence M., Mrs. E. A. Kirkpatrick 

6 Highland Ave., Fitchburg, Mass. 

Cordiner, Lucy Laramie, Wyo. 

Crafts, Irene Anoka 

Dodge, Ethel M Janesville 

Dougherty, Jennie F., Mrs. J. F. McSpadden 

Madison, Wis. 

Draper, Lucile E., Mrs. E. F. Osborne.. . 

.1928 Hennepin Ave., Minneapolis 

Durkin, Margeret G., Lanesboro 

Egleston, Lillie S., Mrs. Dr. J. D. Farmer. 

White Bear 

Ellis, Ada M„ Mrs. W. J. Clark Windom 

Ellis, Clara M., Mrs. C. M. VanGorder 

1409 Wright St., Los Angeles, Cal. 

Erickson, Eric F Olivia 

Farrington, Eva C Fillmore 

Felsted, Clara M N. Yakima, Wash. 

Finseth, Sissel C Kenyon 

Flagg, Josie I-., 766 Sawyer Ave , Chicago, 111, 

Folsom, Edith A., Zumbrota 

Gerlicher, Lucilla B., Mrs. Miller 

328 W. Sanborn, Winona 

Girod, M. Lida, . .816 Indiana Ave., Winona 
Granger, Kate E., 124 E. 14th St., Minneapolis 
Hagen, Marie L. Mrs. J. Bierman, Northfield, 
Hanley, Nellie A., Mrs. P. H. Shortt 

Ross, N. D. 

Heim, Carolina J Deceased 

Hildreth, Helen R 

518 Nicollet Ave., Minneapolis 

Hille, Hermina J., Mrs. Chas. Hutchinson 

1425 Vine Place, Minneapolis 

Johannis, Ella F., 460 E. Wabasha St., Winona , 
Johannis, Paulina A 

460 E. Wabasha St., Winona 

Johnson, Annie C Lake City 

Jones, Joseph F 

Kass, Kate E Galesville, Wis. 

Kingsford, Alfred C Rushford 

Kissling, Emma C, Mrs. F. B. McGarvey. 

Cavour, S. D. 

Kluver, Elise D 

332 North 10th St, La Crosse, Wis. 

Knapp. Albert H., Supt Niles, Mich. 

Koller, Emma H., 615 S. 3d St, LaCrosse.Wis. 



Krumdick, Anna H., Mrs. G. R. Walker.. 

7510 2d St., N. E. Seattle, Wash. 

Lester, Nettie E., Mrs. Harry P. McBride 

3232 Harriet Ave. S., Mpls. 

Lyman, Katherine C Stillwater 

Maloney, Mary A Owatonna 

Martin, Kittie E Northfield 

Marvin, Mabel L 664 Huff St., Winona 

McCleary, Minnie, 26 Midway Ave., St. Paul 
McDermott, Lillie R., Mrs. Lillian McDer- 

. .mott Mackey, 423 N. 3rd St., Stillwater 

McDougal, Mary M 

McGlauflin, Myra E., Mrs. E. W. Huntley 

North Branch 

McNown, Clara I Deceased 

Meyer, Bertha S Wabasha 

Monette, Jeanette Deceased 

Morrison, Phebe E., Mrs. Virgil P. Goodnow 

Buffalo Lake 

Myrtetus, Maude E., 624 4th St. S. E., Mpls. 
Oppcl, Augusta, 117 E. Superior St., Duluth 
Palmer, Clara H., Mrs. Hiram Overand. . 

1521 Boone St., Boone, Iowa 

Peabody, Alice W., Mrs. I. O. Brown. . . . 

Emmett, Idaho 

Peterson, Agnes M Sanborn, N. D. 

Peterson, Hilma R Fond du Lac 

Reifenrath, Gertrude Helena, Mont. 

Rhames, Eleanor M St. Charles 

Robinson, Edna M Healdsburg, Cal. 

Rockwell, Edith T., Mrs. E. Percival Bell 

483 Selbv Ave., St. Paul 

Ryan, Catherine C, 856 W. 5th St., Winona 

Scott, Joanna I., 304 Mill St., Austin 

Sechler, Grace Sechlerville, Wis. 

Sharp, Amanda E Chatfield 

Simmilkeir, L. Beulah, State Normal Schooj 

Moorhead 

Smith. Mary A Cataract, Wis. 

Terry, Mildred L Minneapolis 

Thorp, Nellie C 

. .708 Baxter Ave., West Superior, Wis. 

Wells, Floyd B Casselton, N. D. 

Whipple, Susan T., Mrs. Wm. Miller 

Winnetka, 111. 

White, Lulu E. (Married). .Address unknown 
Wilson, Charlotte E. , 303 Greenwich St., Austin 

Wilson, Eva Bridgeport, Conn. 

Woutat, Dr. Henry G. . . .Grand Forks, N. D. 

MAY CLASS OF 1894 

Allen, Julia (Married), Duluth 

Anderson, Emma Racine 

Appleby, Edna Savanna, 111. 

Baker, Stella, Mrs Shakopee 

Baldwin, Bessie R. 214 Park St., Madison, Wis. 
Bamber, Edith H., 717 Dubuque St., Rochester 
Beck, Lydia A Spring Valley 



WINONA STATE NORMAL SCHOOL 



231 



Bourne, Hattie, Mrs. Wm, Wood 

121 E. Sarnia, Winona 

Bryan, Daisy L., Mrs. Elmer B. Palmer. . 

Y. M. C. A., Bloomington, 111. 

Bulen, Martha A Spring Valley 

Bullock, Estelle Northfield 

Biirke, Alice Margaret, Mrs. Frank Manning 

Saginaw. Mich. 

Byrne, Mae, Mrs. J. H. Vesey 

832 Caledonia St., La Crosse, Wis. 

Calhoun, Mary Tower 

Campbell, Alma Mantorville 

Chase, Nellie Kasson 

Clayton, Ruth Money Creek 

Cole, Addie B Grand Meadow 

Compton, Henrietta, Mrs. A. E. Hall, Austin 

Davis, Jessie West Superior, Wis. 

Derbert, Isabella Chatfield 

Ericson, Alberta C. (Married) 

1403 Avon St., LaCrosse, Wis. 

Flynn, Julia . Lake City 

Gallagher, Catherine A . . , Wabasha 

Gallagher, Katherine La Crosse, Wis. 

Garder, Lillie Holmen, Wis. 

Garfield, Bessie, Mrs. C. D. Perry 

Etna Mills, Cal. 

Gates, Ella Rochester 

Gerard, Anna . Deceased 

Grafton, Hope A., 187 E. Sanborn St., Winona 
Graves, Edith H., Mrs. John Smallpage. . 

Eagle Grove, Iowa 

Grover, Luella E., Mrs. W. L. Bevers. . . . 

Zumbrota 

Hanneman, Margaret D., Mrs. Wm. Frank 

Schilling Northfield 

Harrington, Julia, 507 4th St. N. E., Mpls. 

Harrison, Harriet M La Crosse, Wis. 

Hass, Delia M., Mrs. Herman Weibel. . . . 

166 W. Mark St., Winona 

Hatch, Mary, Mrs. Fred Gates .... Rochester 

Hedrick, Olive Kellogg 

Hess, Maud L., Mrs. Maud Glasby, Oronoco 

Hills, Kate Aberdeen, S. D. 

Hoefke, Bertha, 523 W. Ave. S., LaCrosse, Wis. 

Holmes, Fannie Medford 

Jackson, Amanda Stillwater 

Janett, John A., Dr. . . .Fountain City, Wis. 

Jones, Laura A Marshalltown, Iowa 

Jones, Margaret Sparta, Wis. 

Kaiser, Hattie, Mrs. Johns 

151 W. King St., Winona 

Kelly, Annie Genevieve 

43 Highland Ave., Minneapolis 

Kilian, Rose Marie, Mrs. Floyd Taylor. . . . ' 

6425 Bonsella Ave., Los Angeles, Cal. 

Kingsford, A. S Litchfield 

Lahey, Mary Plainview 

Lamp, Emma L Medford 



Leighton, Nellie, Mrs. J. C. Wilkie 

1217 W. 4th St., Winona 

Lien, Asta G., Mrs. Geo. Glazier. Marion, Iowa 

Lillibridge, Ella S Wauwatosa, Wis. 

Little, Mabel B., Mrs. R. E. Heineman. . . 

Appleton 

Mace, Mary E Wabasha 

Mann, Katherine, Sage College, Ithaca, N. Y. 

Mantor, Clara Kasson 

Marshall, Luella La Crosse, Wis. 

McConnon, Belle Deceased 

McCune, Caroline Fergus Falls 

McDonald, Abbie Pearl 329 "W . 2d St., Duluth 

McDonnell, Mary F Deceased 

McGaughey, Mary, Mrs. Frank Horton .... 

Deceased 

McGuane, Marnella, 127 W. Mark St., Winona 

McMillan, Clara K Sparta, Wis. 

McNie, Margaret, Mrs. Dr. Edward Keyes 

250 Center St., Winona 

Meek, Georgia E., 2327 9th Ave. S., Mpls. 

Metcalfe, Kate F Victoria, B. C. 

Moran, Hattie Mantorville 

Morris, Martha F Carpinteria, Cal. 

Murphy, Helen, Mrs. Helen M. Brannon. . 

610 Indiana Ave., Winona 

Olson, Adolph, Sunt Hopkins 

Palmer, E. B., Y. M. C. A., Bloomington, 111. 
Patterson, Minnie, Mrs. Jay Brewer 

Dodge Center 

Peters, Emma Wabasha 

Pfeifiler, Lillian, Mrs. F. M. Byrne 

Linton, N. D. 

Resler, Emma, Mrs. E. Wolfe, Minot, N. D. 
Richardson, Ada G., Mrs. Chas. Goodwin. 

Brockton, Mont. 

Richardson, Iva M., Mrs. Iva Bryant. . . . 

Twin Falls, Idaho 

Russell, Barbara Ann Evanston, 111. 

Schmitz, Mabel V., Mrs. W. M. Hubbard.. 

Lake City 

Schoregge, Ida A Glencoe 

Scofield, Bertha Caledonia 

Sharpe, Amanda E Chatfield 

Shelton, Delia M. (Married) . .Tacoma, Wash. 
Shepard, H. Estelle, Mrs. W. H. Elmer.. 

126 W. Wabasha St., Winona 

Smith, Martha, Mrs. C. A. Hutchinson. . . 

811 E. 28th St., Minneapolis 

Snure, Clark Deceased 

Stewart, Helen 456 Main St., Winona 

Stillings, Lillian M., Mrs. F. J. Pearson. . . 

Caledonia 

Thompson, Kathreen Winona 

Tibbetts, Lucia I Minneapolis 

Warner. Cora F., Mrs. George Myers 

Dodge Center 

Wheeler, Maude E., Mrs. James Hammond 

R. F. D. 10, Fairfield, Conn. 



232 



HISTORICAL SKETCH 



Wheeler, Nellie Canton 

White, Nellie D., Mrs. Karl B. Kierner. . . 

Rochester 

Whiting, M. Emelyne Northfield 

Wilmot, Daisy, Mrs. David Cuppernull. . . 

Virginia 

Wright, Lola G Sleepy Eye 

MAY CLASS OF 1895 

Angle, Franc C, Mrs. John Gunderson. . . 

• 4138 Virginia Ave., Kansas City, Mo. 

Barnes, Jennie H Winona 

Bartil, Anna M 

1014 Jackson St., La Crosse, Wis. 

Bartlett, Luvia Mae Wykoff 

Bartlett, Virginia E Glencoe 

Bauman, Helen L., 91 Ash St., Minneapolis 

Betts, Gertrude S Deceased 

Brewer, Ella A Watertown, S. D. 

Brooks, Grace J., 3208 Oakland Ave., Mpls. 
Brubaker, Annabel, Mrs. A. Graham, Waseca 
Burton, Minniei.E., Mrs. Frank Judson. . . 

Omaha, Neb- 
Bush, Addie L Eyota 

Bush, Lula E Sparta, Wis. 

Byers, Maud L Montevideo 

Cameron, Belle G Deceased 

Carlson, Hulda M Deceased 

Child, Alice M Glencoe 

Christopherson, Mary C Two Harbors 

Chubb, Jean, Mineral Springs, Lake Calhoun 

Minneapolis 

Church, Jessie A Mazeppa 

Clough, Marguerite I., Mrs. John C. Barnard 

7 15th St., Minneapolis 

Curren, Mary Alice Northfield 

Digby, Susie A Dodge Center 

Dixon, Minnie A., Mrs. Edwin M. Mosier. . 

Stillwater 

Doughty, Kate Los Cruces, New Mex. 

Evans, Eliza O., Address unknown 

Everitt, Edna I Sparta, Wis. 

Fahy, Gertrude A., Mrs. Thos. P. Moran. . 

Hastings 

Ferguson, Catherine, Mrs. Alden R. Batson 

Cloquet 

Flynn, Ella Winona 

Forssell, Hilda E Red Wing 

French, Mary Frances Dover 

Gage, Jennie L., Mrs. E. H. Corson, Deceased 

Gates, Alice F Rochester 

Gates, Frederick W Rochester 

Gay, Edna L Vermillion, S. D. 

Gorman, Mary A Litchfield 

Gray, Eva A Sparta, Wis. 

Greer, Allie L Lanesboro 

Griffith, Caroline V., Mrs. R. J. Erskine. . 

530 Steele Court, Waukegan, 111. 



Hammond, Mina A Winona 

Hatch, Lizzie Pickwick 

Held, Herman New Ulm 

Helms, Jessie R Waseca 

Hill, Edna 651 Olive St., St. Paul 

House, Stella G Fairmount 

Huney, Emma B., Mrs. A. S. Kingsford. . 

Litchfield 

Huffman, Carrie A Sparta, Wis. 

Johnson, C. Adella, Mrs. Edward Oppliger 

Owatonna 

Johnson, Gertrude M Black Hammer 

Jones, Mrs. Fannie P 

1417 6th St. S. E., Minneapolis 

Kingsford, Annie C Rushford 

Kingsford, Walter G Mazeppa 

Kjelland, Gertrude Grover 

Kroehler, Beniamin G Mound Prairie 

Lasch, Mary 771 Wilson St., Winona 

Lawson, Alice Sparta, Wis. 

Leavitt, Grace W., Mrs. James Matchitt. . 

St. Paul 

Lewis, Josie G Faribault 

Lindemann, Martha H., Mrs. P. M. Weeks 

Lethbridge, Alberta 

Lloyd, Gertrude A., Mrs. George Harris. . 

Spokane, Wash. 

Lukkason, Cora E., Mrs. B. Smith. . . .Anoka 
Lynch , Sadie M 

. . . .1005 N. Aldrich Ave Minneapolis 

Mac Innis, Margaret E., Mrs. F. A. Hoyt. . . 

St. Cloud 

Mackenzie, Zilpha, Mrs. A. Coe. . . .Deceased 
Mann, Nellie G., . .766 Irlehart St., St. Paul 
Martin, Mary L., 816 Spring St. N. E., Mpls. 

Mason, Blanche La Crosse, Wis. 

Mattson, Josephine M. (Married). . . .Winona 
McCrery, Minnie M., 260 Midway Ave., St. Paul 
McDonnell, Ella K., Mrs. C. E. Phelps. . . . 

879 Grand Ave., St. Paul 

McKav. Isabelle Rushford 

Miller, Kittie M., Mrs. A. Johnson, . .Austin 
Mowbray, Myrtle. .. .461 Main St., Winona 

Munro, Edith M Cummings, N. D. 

Ogard, Anna Rushford 

Pease, Myra L., Mrs. M. Hubbard, Rochester 

Peterson, Anna M Hunter, N. D. 

Peterson, Elsie M. D., Mrs. J. D. Lind. . . . 

374 Main St., Winona 

Pierce, Carrie M Faribault 

Pierce, Jessie A., 401 W. 4th St., Faribault 
Preston, Nellie R., Mrs. Iven Cranston. . . 

35 Delmar St., Salt Lake City, Utah. 

Price, Agnes M., 3409 Park Ave., Minneanolis 

Pulham, Mary M Wykoff 

Randall, Helena F Winona 

Reed, Mary Dodge Center 

Regan, Margaret E. . . .W. King St., Winona 



WINONA STATE NORMAL SCHOOL 



233 



Renner, Annie L Preston 

Rhodes, Eva I Deceased 

Ross, Mary E Newberg.Ore- 

Rowell, Ora M Winona 

Rudser, Anne M Devils Lake, N. D. 

Sawyer, Myra L Geneva 

Cambridge, Mass. 

Scales, Kate M Madelia 

Schmit, Marie A St. Charles 

Shepard, Elmer I., Williams College 

Sibbison, Stella, Chaska 

Smitli, Carrie G Stillwater 

Smith. Violet M , 822 6th Ave. S. Stillwater 
Spencer, Myrtle A 

3028 S. Lyndale Ave., Minneapolis 

Stewart, Margaret Redwood Falls 

Stillings, Ida E Deceased 

Sunberg, Emma Augusta, Mrs. Emma Witt 

Missouri Valley, Iowa 

Taylor, Eliza J., Mrs. Frank Cherdron. . . . 

Des Moines, Iowa 

Thompson, Mary A., Mrs. R. B. Coleman. 

Everett. Wash. 

Tipple, Adeline Biwabik 

Turner, Ralph C Arcadia, Wis. 

Vance, Bartlette T 

Vaughan, G.ace L, 2703 1st Ave. S., Mpls. 

Wartinbee, Mary E La Crosse, Wis 

Whalan, Ellen E., Mrs. F. Stanton, Lanesboro 

Willey, Catherine L Washington, D. C. 

Willing, Bertha L Milwaukee, Wis. 

Winslow, Beatrice Deceased 

Winters, Tena H Mazeppa 

Wuamett, Clara B., Mrs. Clara Dyer, Whalan 

MAY CLASS OF 1896 

Allen, Mildred Red Wing 

Anderson, Eleanor E Cannon Falls 

Angle, Florence E., Mrs. Arthur Mosher. . 

Zumbrota 

Annand, Jessie M Lake City 

Appel, Edward S Thielmanton 

Avery, Lilian E New Albin, Iowa 

Bailey, Lulu E Stanton 

Barnard, Anna L Deceased 

Battis, Amelia M Clitherall 

Booth, Mae W Winona 

Brayton, Anna C La Crosse, Wis. 

Brown, Margaret A Dodge Center 

Bruce, Carrie E Minneapolis 

Bruce, Efne S . Benson 

Burke, Mary A. C, 252 E. Sanborn, Winona 
Campbell, Christine, Mrs. Christine Watkins 

Ortonville 

Cantwell. Lucy Mary Bangor, Wis. 

Cass, Gertrude A., Mrs. G. Girod, Minneapolis 

Christison, Ellen Martha Minneota 

Cole, Emma Chatfield 



Conant, May C La Crosse, Wis. 

Cowles, Jessie A., Mrs. J. H. Lewis, Faribault 

Davis, Gertrude Terry Lansing, Iowa 

Day, Abbie Louise 

3120 Chicago Ave., Minneapolis 

Day, Minnie V., 3120 Chicago Ave., Mpls. 

DeGrafI, Marie I Cloquet 

Diefenbach, Mary E Red Wing 

Dobbyn, Frank W Madison 

Dooney. Lulu L Winona 

Drew, Nellie L Northfield 

Earle, Emma R Tomah, Wis. 

Edison, Edna B Pine Island 

Emery, Marian Grace Pine Island 

Emery, Rhoda J Oronoco 

Enos, Charlotte M., Mrs. W. A. Buholz . . 

Chatfield 

Fahy, Clara, Mrs. M. Kimm , Willow City, N. D. 
Farrington, Susan C, Mrs. F. G. Stoudt. . 

Chatfield 

Fjeldstad, Leonora A Minneapolis 

Frost, Berenice Gertrude, Mrs. H. Purdy. . 

67 Riverside Drive, NewYorkCity 

Gallagher, Alice Marie, Mrs. Harry Pfeffer 

Blue Earth City 

Gorton, Nellie A Mount Iron 

Greene, Mary Ivanella, Mrs. H. Gibbs, Almon 

Hallas, Wilhelmina A Adrian 

Haserick, Alice Northfield 

Heers, Herta M New Ulm 

Hughes, Annette Marie, The Lawdale Mpls. 

Huntoon, Grace E. (Married) Elgin 

Ingalls, Ruth Livina, City Schools, Duluth 

Jenness, Frances M Minneapolis 

Jenson, Emma B Benson 

Johnson, Ada M Stillwater 

Jones, Mary Elizabeth Luverne 

Kaeppler, Carrie M Address unknown 

Keenan, Sarah, Mrs. Sarah Bagen . . . LeRoy 

Kittle, Mrs. Tena Madison, Wis. 

Kittle, William Madison, Wis. 

Kjelland, Lerena ,- Grover 

Langum, Dora Spring Valley 

Lantry, Edna May Minneapolis 

Larson, Marie E Red Wing 

Lawson, Florence, Sparta, Wis. 

Lehnerts, Edward M., Univ. of Minnesota 

Minneapolis 

Lind, Genevieve, 619 Aron St., La Crosse, Wis. 
Lindemann, Frieda H., Mrs. Ludwig Eng. 

Balaton 

Lombard, Rose E., Mrs. Henry S. Martin. 

Spring Valley, Wis. 

Maloney, Giles J Spring Valley 

Matheson, Jennie R Sunnyside, Wash. 

McLeod, Roderick G Chesaw, Wash. 

Morey, Jeanette, Mrs. J. R. McConnon, Winona 
Morford, Nellie A 304 Mill St., Austin 



234 



HISTORICAL SKETCH 



Morton, Phebe M Rochester 

Mues, Winona, Mrs. F. W. Hill Melrose 

Murphy, Martha Ann Stillwater 

Murphy, Mary Elizabeth Winona 

Newton, Stella E., Mrs. Wm. Seaman, Slayton 

O'Conner. Louise A Caledonia 

Ogin, Mary M Marshall 

O'Halloran, Frances Chatfield 

O'Loughlin, Mary E Lake City 

Phelps, Mary Marion 

Pletke, Adella A., 620 1st St. S., Tacoma.Wash 

Price, Hettie Mabel Elgin, 111. 

Prosser, Rose Hamline 

Rasmussen, Clara, Mrs. N. J. Hendrickson 

200 Lowell Flats, Duluth 

Regan, Kathryn Klare Winona 

Risser, Emma S., Mrs. Andrew Johnson.. . 

Fountain City, Wis. 

Roemhild, Augusta, Mrs. Walter Kaiser. . 

Cor. Huff and Mark. Winona 

Roth, Alice Gertrude, Mrs. B. H. Hayes. . 

Carlton 

Runge, Richard Address unknown 

Sawyer, Emilv Florence, Devils Lake, N. D. 

Scarp, Mary Louise Litchfield 

Scherffrns, Stella, Mrs. E. Simon Altura 

Schuetz . Mathilde New Ulm 

Scott, Mabel Emory, 3228 Stevens Ave., Mpls. 

Sessions, Mary Minneapolis 

Shea, Marie G Perham 

Shultis, Alice H River Falls, Wis. 

Stewart, Alice Caroline, 617 Center Sc, Winona 
Sullivan, Gertrude, Mrs. John Fitzpatrick 

Stewartville 

Thoirs, Daisie Fergus Falls 

Turner, Illyria P Lansing, Iowa 

Walter, Harriet Belle Waterville 

Webster, Clara Grace, Mrs. A. W. Kuehl 

Winona 

Wells, Sarah Esther Faribault 

Wentz, Edith Nina Glencoe 

Wise, Mary Emily. . Lake City 

Woolsey, Frances Drilla Little Falls 

Yahnke, Emma Mause Winona 

MAY CLASS OF 1897 

Adams, Cynthia Emroy 

1215 17th Ave. N., Minneapolis 

Adams, Ruth G Black River Falls, Wis- 

Aiken, Cora E., Mrs. Cora Rutter. .Winona 

Alward, Clara Postville, Iowa 

Anderson, James S Owatonna 

Anderson, Nora C Waterville 

Austin, Isabella M, Dean of Women's College 

State University, Seattle, Wash. 

Baker, Merton F Glenwood, Wis. 

Beyerstedt, Ella A Winona 

Bollman, Otto H Winona 



Bradish , Mary J Stewart 

Brearley, Mattie L., Mrs. Geo. R. Thiss. . . 

1706 Clinton Ave., . . Minneapolis 

Burke, Mary Catherine 

252 E. Sanborn St., Winona 

Cady, Louva A Sioux City, Iow a 

Carroll, Teresa R 

413 20th Ave. S., Minneapolis 

Chapman, Mattie E Livingston, Mont. 

Constantine, Hilma M Red Wing 

Cowan, Eva G St. Anthony Park 

Cowing, Ednah E St. Paul 

Crane, Laura A Austin 

Crosby, Jennie B Northfield 

Degnan, Maryan G Minneiska 

Densmore, Margaret L Red Wing 

Dixon, Edith D Winona 

Duval, Adele Helene Andover, Mass. 

Elmer, Minerva M Chatfield 

Eyford, Lena Eyford, N. D. 

Fawcett, Myrta Stewartville 

Fletcher, Helen Camp 

51 N. 15th St Minneapolis 

Freeman, Anna M Chatfield 

French, Avalin L Dover 

Gates, Josephine L., Mrs. J. Nicholas.... 

. . . .360 Second Ave., Santa Barbara, Cal. 

Gilbertson, Elvira S Austin 

Goar, Grace M Chatfield 

Gove, Mercy B Red Wing 

Gundlach, Lucy White Bear 

Gunz, Clara J Austin 

Guse, Carl F. H New Auburn 

Hammond, Effie L., Mrs. Earl Cranston. . 

Slayton 

Hammond, Maud O Winona 

Hance, Clara M., Mrs. E. L. McCulloch. . . 

Wykoff 

Hander, Adeline Sophia Murray, Utah 

Hart, Katherine Inez Austin 

Hart, Kathline Irene Austin 

Hatfield, May L Dover 

Heberling, Margaret Madella, Mrs. Dr. J. S. 

Phillips Austin 

Hedrick, Olive T Kellogg 

Heller, Rose Cannon Falls 

Heneghan, Annie Ethel Rochester 

Henry Belle . .Grover 

Herrick, Lela D West Union, Iowa 

Hillmer, Nonna, Mrs. Chester A. Bagley. . 

57 W. Almeda St., Denver, Colo, 

Hofteig, Winnie G., R. F. D. 1, Cottonwood 

Holcomb, Lina A Minneapolis 

Holmes, Harvey R Geneva 

Howatt, Isabella, Mrs. M. R. Coulter 

411 Willard St., Mankato 

Illsley, Nellie Blanche., Mrs. O. Johnson. . 

2253 Scudder Ave., St. Paul 



WINONA STATE NORMAL SCHOOL 



235 



Ingraham, Grace E., Mrs. Robert Clendening 

Fargo, N. D. 

Jacobi, Loveda Elizabeth Red Wing 

Jahnke, Clara Leah Dover 

Jellison, Minnie D 

420 W. Oak St., . . Louisville, Ky 

Johnson, Christine H., Mrs. George Meade 

Ill Island Ave., Minneapolis 

Johnson, Gena O Spring Valley 

Judson, Dora May Farmington 

Keenan, George Supt Warren 

Kemple, Robert L Arlington. 

Kingsford, Helen E Rushford 

Lewis, Zerelda Jane Two Harbors 

Lucas, Mabel H., 2428 Girard Ave. S., Mpls. 
Lynch, Alice E., Mrs. Leroy Atwell Fish. . 

Cloquet 

Maland, Amelia Rushford 

Man, Helen G., Mrs. Chas. B. Blake 

3216 W. 58th St., Seattle, Wash. 

McAdam, Margaret Bird's Island 

McAfee, Jane S., 12 E. 15th St., Minneapolis 
McDaniels, Effie May 

1813 Elliott Ave., . .Minneapolis 

McDermid, Clara Jane 

85 S. 13th St., . . Minneapolis 

McDonnell, Katherine Ruth, Mrs. Geo. W. 

Dulaney, Jr., 1801 Mt. Curve Ave., Mpls. 

McGuigan, William F Millville 

McKinster, Blanche H Anoka 

McLaughlin, Kate A., Mrs. R. Green 

Two Harbors 

McNeil, Clara, Mrs. F. W. Dobbyn, Madison 

Merrill, Waldo Sechlerville, Wis. 

Mickelson, Mary Olive Postville, Iowa 

Morgan, Henrietta, Hotel Waverly, Mpls. 

Murphy, Margaret A West Duluth 

Nagle, Alice G., Mrs. T. A. Shaw Witoka 

Neste, Julia Granite Falls 

Nye, Martha E Pleasant Grove 

Olmstead, Ella E., Mrs. E. L. Wallace 

3108 Hennepin Ave., Minneapolis 

Olson, Edith Marie St. Charles 

Olson, Elinore V., 2740 27th Ave. S., Mpls 

O'Rourke, Jeanette May Rochestej 

Page, Grace M., 3228 Stevens Ave., Mpls. 

Parker, Owen W Bloomington 

Peterson, Ella M., 1101 Girard Ave. N., Mpls. 

Pietsch, Meta Appleton 

Porter, Mary L., 3929 Clinton Av, Minneapolis 
Rafferty, Nellie, Mrs. A. Farmer. . .St. Cloud 

Regan, Helen M Winona 

Reilly, Margaret E Austin 

Reinhard, Elsie S Missoula, Mont. 

Reinhard , Matilda M 

2729 Blooming Ave., Minneapolis 

Rice, Nettie Belle Lewiston 

Richards, Emma Mabel, 32 Spruce PL, Mpls. 



Richardson, Hannah C 

916 16th Ave., S., Minneapolis 

Ring. Sadie B., Mrs. Wm. W. Arms 

136 Riverside Ave., Owatonna 

Robinson, Agnes L., 726 E. 15th St., Mpls. 

Rodgers, Elva Carrie Houston 

Sammons, Grace G Winona 

Sanborn, Mabel L., Mrs. John Ferrell, Carver 

Sawyer, Marion L Atwater 

Schoonmaker. Katherine A. .Galesville, Wis. 
Slocumb, Belle, Mrs. Arthur Hare .Deceased 

Spofford, Franklin V New Prague 

Staples, Blanche Estelle Stillwater 

Stearns, Maude M Graceville 

Stevens, Clara A., Mrs. Wm. F. Done. . . . 

Fergus Falls 

St. John, Maude, Mrs. F. J. Werner 

6th Ave. and Spruce Sts., Rosewell, N. J. 
Taylor, Anna M., 3226 S. Humboldt, Mpls. 

Teague, Adele Helena, Mont 

Thompson, Jessie S., Mrs. N. P. Mantor. . 

Tast Apartments, 15 26th St. E , Mpls. 
Totman, Eva E., Mrs. Geo. Beckwith. . . . 

St. Ignatius Mission, Mont. 

Towey, Mary W Winona 

Toye, Mabel J., Mrs. Harry L. West, Deceased 

Tr.isler, Floy Deceased 

Trisler, Josephine Plainview 

Tucker, Winifred I., Mrs. H. E Weiss 

Zum brota 

Turnquist, Anna S., 817 19th Ave. S , Mnls. 
Turnquist, Nellie, . . .817 19th Ave. S., Mpls. 
Unger, Louise O., 521 20th Ave. N , Mpls. 
VonRohr, Adella H. E., Mrs. Dr. W. P. C. 

Heise Winona 

Von Rohr, Elfreida M., Mrs. A. Sauer, Winona 

Voswinkel, Lois E Tomah, Wis. 

Walton, Matilda K 

3125 Columbia Ave , Minneapolis 

Walton, Nellie C, 3125 Columbia Ave., Mpls 

Way, Mabel Claremont 

Wedge, Ralph C Plainview 

Weed, Delia Li one Spring Valley 

Wilklow, Laura A South Stillwater 

Wooley, Harriet I Utica 

Wright, Grace M Plainview 

Yerka, Elizabeth H St. Charles 

CLASS 1898 

Adams, Cynthia Emroy 

1215 17th Ave. N., Minneapolis 

Alen, Georgiana, Mrs. O. L. Chadwick . . 

R. F. D. 9, Rochester 

Anderson, Hannah Deceased 

Anderson, Laurine S Litchfield 

Arnold, Genevieve Howard, S. D. 

Bacon, Pearl D Faribault 

Batchelder, Maude E South Stillwater 



236 



HISTORICAL SKETCH 



Bean, Effie L.. 322 High Forest St., Winona 

Bean, William J Sioux Falls, S. D. 

Bell, Pearl A Bronton 

Berg, Bettie O , Mrs. Carl Lunde, Zumbrota 

Blakeney, Nina Stillwater 

Bordsoi, Marie Christine Parlier. Cal. 

Bullard, Corinne V Minneapolis 

Callaghan, Mary Farmington 

Case, Ethel. 3002 Humboldt Av„ Minneapolis 

Champine, Jennie L Plainview 

Churchill, Nina Mav, 506 E. 5th St., Rochester 
Clark, Blanche E 

102 Chestnut St., Grand Forks, N. D. 

Clark, Mary L Canton 

Clark, Myrtle E Stillwater 

Cogswell, Nellie M Huron, S. D. 

Colligan, Mary Rubina Stillwater 

Conary, Nellie B., 1518 E. Lake . .St., Mpls. 
Cook, Jessie A., Mrs. Roy L. Smith, St. Charles 
Cooper, Claire J., 310 6th St., So. Stillwater 
Crane, May L., Mrs. M. S. Detweiler 

32 Orlin Ave. S. E., Minneapolis 

Crawford, Blanche Leona 

912 6th Ave. S., Flat 5., Minneapolis 

Davis, Ida L Deceased 

Davis, Wilametta Maude Elk River 

Diddams, Charlotte M LeRoy 

Dorsey, Anna E., 2811 9th Ave. S., Mpls. 
Dryg, Annette E., 21 12 S. 4th St., Minneapolis 

Dunbar, Emma L Austin 

Fanset, Josephine A Watertown, S. D. 

Farnam, Josephine E La Crosse, Wis. 

Field , Hanna M., 3004 E . 25th St. , Minneapolis 

Finseth, Amelia Ke.nyon 

Forster, Mada Marie Winona 

Getohell, Esther M. . . .White Salmon, Wash. 
fVilliland, Nellie, Mrs. E. D. Tirrill 

Index, Wash. 

Gilman, Harriette S Sauk Center 

Hacker, Henry L. C Highland, Wis. 

Hall Bird J Plainview 

Hawks, Ada E Spring Valley 

Hoflf, Selma C Zumbrota 

Home, Grace M McGregor, Iowa 

James, Mary L Redlands, Cal. 

Jenkins, Leona. Dubuque, Iowa 

Johnson Charlotte, Mrs. H. W. Reed 

Long Prairie 

Johnson, Dora H Rushford 

Johnson, Mrs. Lena Stone. . . .LaCrosse, Wis. 

Johnson. Nora Elsie Elgin 

Tones, Mary Louise, 303 W. Sanborn, Winona 

Kauphusman, Helen M Wyattville 

Kimball, Julia E Mantorville 

Kirkland, Grace Concord 

Less, Margaret C Red Wing 

Lenvig, Bessie C, 1006 Nicollet Ave., Mpls. 
Lowry, Edith B Austin 



MacKusick, Genevieve, Mrs. Walter Wilson 

Freemont Ave. and 46th St., Minneapolis 
MacKusick, Ruth E., Mrs. Paul Johnson. 

Hennepin Court, ..Hennepin Ave., Mpls. 
Madden, Adeline E., Minnehaha Park. . . . 

2638 Third Ave. So., Minneapolis 

Maior, Jennie M 

752 Hubbard St., Milwaukee, Wis. 

Mann, Hattie E Litchfield 

Marin, Adelaide L Crookston 

Marshall, Mabel E., 81 Lyndale Av. N.,Mpls. 

Maxwell, Alice Deceased 

McAdams, Margaret Blooming Prairie 

McKenzie, Annabel. . Wabasha 

McNcwn, Clara Deceased 

Morrison, Margaret Edna Beulah, Iowa 

Myrtetus, Jessie L Wabasha 

Nolan, Mary A. E Stillwater 

Oppel, Winnie, Mrs. W. A. Kingston 

318 W. Second St , Duluth 

Oswald, Marie Belle Luverne 

Palmby, Mary Witoka 

Parker, Mary Adeline 

1607 4th St., S. E. Minneapo! : s 

Parsons, Edna J Stillwater 

Peyton, Mary E Newport, Idaho 

Porter, Mary Luce, 3929 Clinton Ave., Mpls. 
Reed, Bonnybelle, Mrs. J. J. Ablett 

114 S. 10th St.,. La Crosse Wis. 

Relyea, Norma Jane Taylor, Wis. 

Riemenschneider, Emma L 

3 E. 17th St., Minneapolis 

Rigley, Henrietta Address unknown 

Roney, Catherine L Stillwater 

Rutledge, Elizabeth C Sparta, Wis. 

Ryan, Margaret A., Mrs. J. J. Donnelly. . 

Herbert, Saskatchewan 

Sandberg, Mathilda 

1010 23rd Ave. S. E., Minneapolis 

Seese, Luella M 

2635 Dupont Ave. N., Minneapolis 

Shaver, Kate S Minnetonka Mills 

Slavin, Mary E 406 Bridge St., Austin 

Stanchfield, Lois H 

1231 Chestnut Ave., Minneapolis 

Strouse, Catherine E Winona 

Talbot, Alta St. Charles 

Therkildsen, Sophia M 

2930 Franklin Ave., Minneapolis 

Thompson, Clara La Crosse, Wis. 

Timberlake, Ethel Alice, Mrs. Will Hayes 

Laird 275 W. Broadway, Winona 

Tully, Helen E., 3236 Holmes Av., Minneapolis 

Van Antwerp, Minnie May Sparta, Wis. 

Wallace, Albert A Stillwater 

Weitzel, Catherine F., 334 E. 17th St., Mpls- 
Whitaker, Frances A., Mrs. Lyman Branden- 

berg Deceased 



WINONA STATE NORMAL SCHOOL 



237 



Williams, Winnie, Mrs. A. E. Karpe, Faribault 

Wooley, Mary L Custer 

Youngdahl, Clara 709 Main St., Red Wing 

CLASS OF 1899 

Alnes, Bertha Marie, 1516 Nicollet Ave., Mpls. 
Alterton, E. Margaret 

2645 S. Humboldt Ave., Minneapolis 

Anderson, Clara A La Crosse, Wis. 

Anderson, Esther Red Wing 

Anderson, Lora M Kasson 

Anderson, Olena Winona 

Baehr, Anna Emily 

1518 Fremont Ave. N., Minneapolis 

Bartlett, Edith Maude Wykoff 

Baumann, Wilhelmine, 91 Ash St., Minneapolis 
Belin, Selma Christine 

613 Potter St., Red Wing 

Bell, Katherine C, Mrs. C. O. Goss 

1208 E. Nora Ave., Spokane, Wash. 

Berry, Daisy G Dakota 

Bloom, Julia S Crookston 

Bonham, Mary D Zumbrota 

Bren, Rosalia Olive Hopkins 

Bresky, Eleanor H., 1909 1st Ave., S. Mpls. 

Brown, Mary Sedate Albert Lea 

Browning, Clara May Elgin, 111. 

Buehler, Anna, . . 434 Main St., Minneapolis 

Buggs, William A., Supt Winona 

Burgess, Tanye G Austin 

Burke, Mary C Winona 

Bus well, Mary Eunicia. . . .Santa Anna, Cal. 
Callahan, Anna, Mrs. Dr. Voelker, Alexandria 

Calhoun, Eliza B Mantorville 

Campbell, Elizabeth M 

2109 Chicago Ave., Minneapolis 

Canfield, Harry E Hatton, N. D. 

Carlson, Oscar Preston 

Cole, Jessie Red Wing 

Conlin, Rosana A., Mrs. Jas. Fitzgerald. . . 

Owatonna 

Cook, Harry Moreland 

607 Forest Ave., Ypsilanti, Mich. 

Corbitt, Edith Spring Valley 

Corbitt, Ethel Spring Valley 

Corneveaux, Alice S Austin 

Coulter, M. Etta Grand Forks, N. D. 

Cowing, Catherine Flora, Mrs. Malcolm T. 

Weikle Pelican Rapids 

Crose, Tillie F., 

Crotty, Ellen M., 2551 Bloomington Av., Mpls. 
Day, Grace A., Care of Bryant School, Mpls. 
Davis, Ida, Mrs. F. H. Wilson, Redwood Falls 

Dowling, Nessie B St. Charles 

Dresser, Mabel Agnes Center, N.D. 

Drost, Hillegonda Austin 

Duncan, Margaret L Stillwater 

Dunn,Dora|A.,?Mrs.JDora"Woodruff,5Chatfield 



Ellingsen, Amanda E Red Wing 

Ellison, Octavia Pearl Waverly, Iowa 

Emery, Nina Blanche Pine Island 

Evans, Gertrude Lucile Deceased 

Fahy, Louise Genevieve Hastings 

Fawcett, Jessie Edna 

720 E. Franklin Ave., Minneapolis 

Gearhart, Frances W., Elk River 

Geesie, Jennie Pauline (Married) 

Address unknown 

Gibson, Daniel P Centerville, Wis. 

Go wen, Alice Catherine Stillwater 

Graden, Christopher J Deceased 

Graling, Alice E Cherry Grove 

Gray, Blanche Catherine, Mrs. Welcome. . 

Welcome 

Hall, Frances Elizabeth Plain view 

Hall , Mary Manston Rochester 

Hall, Ruth Lois Stillwater 

Haney, James Frank Britton, S. D. 

Hanna, Mary T., Mrs. F. L. Stoudt, Hastings 
Harper, Jessie M., 615 Rice St., Stillwater 

Hart, Frances W Flandreau, S. D. 

Harvey, Winnie E., Mrs. E. Drysdale, Waseca 

Hehr, Myra L New Duluth 

Hendee, Pearl Beatrice, Mrs. A. G. Kingsley 

Winona 

Hillmer, Elsie C, Mrs. A. G. Meile,. NewUlm 

Hirsch, Robert W New Ulm 

Hooper, Mary Phyllis 

3126 Penn. Ave. N., Minneapolis 

Hosley, Alma M La Crosse, Wis. 

Houlton, Florence Elk River 

Houston, Laura May Kasson 

Husby, Eliza C Reeds Landing 

Hussey, Anna H Kasson 

Jacobson, Ida M., 830 Hennepin Ave., Mpls. 
Jacobson, Marie, 830 Hennepin Ave., Mpls. 

Jefferson, Alice Mathilda Owatonna 

Johnson, Anna C 613 19th Ave. S., Mpls. 

Johnson, Clara A Wabasha 

Jones, Margaret J Fairmont 

Jordan, John Henry Ditter 

Jordan, Michael A Waverley 

Keith, Cora M Lake City 

Kennedy, Emma Luella, Mrs. Bert Roberson 

Lake City 

Kirk, Elizabeth Faribault 

Kraft, Anna Maria, Mrs. Oscar Schutz. . . . 

3424 3d Ave. S., Minneapolis 

Krueger, Charlotte, Mrs. F. Mortimer Merigold 

1920 1st Ave. S., Minneapolis 

Kumm, Bertha M Spring Valley 

Lamey, Jane Billings, Mont. 

Leavitt, Emma Marie 

217 8th Ave. S. E., Minneapolis 

Lehmann, Florence Northwood, N. D. 

Lewis, Antoinette A Sparta, Wis 



238 



HISTORICAL SKETCH 



Libby, Katie Belle Mapleton 

Little, Mabel J., Mrs. Walter Crawford. . . 

Chung King, West China 

Looney, Susan M Dakota 

Macomber, Elizabeth W Anoka 

Maland, Hulda M Rushford 

Marion, Mrs. Agnes Scott Sparta, Wis. 

Marsh, Edna L., Mrs. Tosten E. Dybdal. . 

Elbow Lake 

Marshall, Sarah R. , 525 56th Ave. , New Duluth 

Mathews, Acsie Olive Mazeppa 

Mathews, Mrs. Lois Kimball, Pasadena, Cal. 

McCallan, Anna E Stillwater 

McCarthy, Mary Margaret 

713 South Third St., Stillwater 

McCourt, Katherine Teresa 

. ." 504 10th St. S., Minneapolis 

McDonald, Margaret M Helena, Mont. 

McLennan, Margaret H 

3707 Blaisdell Ave., Minneapolis 

McKinster, Florence Mary Anoka 

McKinstry, Margaret S Red Wing 

McNeal, Agnes M Litchfield 

Minrow, Annette San Diego, Cal. 

Moren, Eurena C, 2517 Garfield Ave., Mpls. 

Mullaney, Ellen Cecilia Caledonia 

Myrtetus, Margaret A Wabasha 

Nelson, May Julia. . . Kasson 

Nettleton, Lulie May 

2018 Hennepin Ave., Minneapolis 

Nodine, Gertrude A Sparta, Wis. 

Peirce, Mabel Gertrude Faribault 

Petran , Marian V 

29 Washington Ave. S., Minneapolis 

Pletke, Flora Margaret 

179 E. Wabasha St., Winona 

Powell, Myrtle Hutchinson 

Pratt, Anna Neligh, Neb. 

Reid, Aletha, Mrs. Dr. H. Woutat 

Grand Forks, N. D. 

Reinert. Julie Rushford 

Richardson, Bernice S., Mrs. C. C. Adams 

Foley 

Rise , Mathilda B Rushford 

Robinson, Harriet, 2720 Elliot Ave., Mpls. 

Rutledge, Winifred St. Charles 

Ryan, Estelle Evarista McGregor, Iowa 

Schmidt, Eliza. C, 710 W.*3rd St., Faribault 

Schmit, Elizabeth C :St. Charles 

Scott, Helen Elizabeth Theilman 

Skoog, Elizabeth Red Wing 

Skoog, Lillian A Red Wing 

Steichen, Leona, Mrs. John Walch Elgin 

Stevens, Alberta Edna Duluth 

Storms, Gertrude E Anoka 

Swain, Frances Lucy Winona 

Taylor, Olive Hampton, la. 

Telfair, Nellie May, 2519 13th Ave. S., Mpls. 



Thaxter, Edna C, 1310 32d Ave. N., Mpls. 

Urquhart, Susie H 

2615 S. Emerson Ave., Minneapolis 

Vance, Grace F., Mrs. John Redding, Houston 

Vaughan, Cecilia Mary Eyota 

Waldmann, Caecilia 

2720 18th Ave. S., Minneapolis 

Webb, Abigail B Austin 

Webb, Sarah, 3316 Portland Ave., Minneapolis 
Wedge, Nellie May, Mrs. Will Jackson, Dawson 
Weitzel, Esther T., . .334 E. 17th St., Mpls. 
Whetstone, Jessie Maude, Mrs. C. W. Bur- 
roughs, 483£ Frederick Ave., Milwaukee, Wis 

White, Bessie McGregor, Iowa 

Woods, Lucy Katherine, Cannon City, Colo. 

CLASS OF 1900 

Allen, Ethel L Watertown, S. D. 

Angst, Edda M., 141 Highland Ave., Mpls. 
Archibald, Lucretia W., Mrs. O. M. Bots- 

f ord Winona 

Balch, Helen (Married"), 3205 2nd Ave., Mpls. 

Blake, James B 

523 Prospect Ave., Milwaukee, Wis. 

Boyd, Emily A St. Charles 

Brooks, Bertha H., Mrs. B. MacKnight 

418 S. Spring St., Sioux Falls, S. D. 

Brooks, Margaret M Worthington 

Brown, Alice D., Mrs. Chas. F. Buck 

Britton, S. D. 

Brown, Grace D Sparta, Wis. 

Buggs, Supt. Wm. A Winona 

Burdick, Mary E Mantorville 

Cady, Harold Otten 

342 Home Ave., Oak Park, 111. 

Cameron, Jennie Dundas 

Cameron, Sadie L 

1605 Harvard Ave., Seattle, Wash. 

Clark, Maude R., Mrs. Chas. E. Behner. . . 

Newton, Iowa 

Cleveland, Bertha E 

118 N. 9th St., La Crosse, Wis. 

Clausen, Anna E., Winona 

Converse, Lula R Sparta, Wis. 

Cumberland, Elizabeth West Concord 

Cumberland, Margaret West Concord 

Davis, Elizabeth Ida, (Married) .... Marshall 
Dobbin, Lucy A., 2507 N. Emerson Ave., Mpls. 

Doherty, Nellie B Byron 

Dow, Grace J., Mrs. Arthur Wing 

Seattle, Wash. 

Dunn, Anna M Waseca 

Emery, Cleon Ogilvie 

Engberg, Stella E Red Wing 

Evarts, Arrah B Mantorville 

Farmer, Grace Owatonna 

Felber, Louise T McGregor, la. 

Fiske, Kate L Marshall 

Flanagan, Mary B 459 Harriet, Winona 



WINONA STATE NORMAL SCHOOL 



239 



French, Emily, Mrs. Wm. M. Peake, Plainview 
Gamble, Mabel E., 712 Cass St., LaCrosse.Wis. 

Garlock, Florence D Virginia 

Ghostley, Ella B Champlin 

Grae, Thorn E. 692 Franklin Ave, Astoria, Ore. 

Hartung, Clara L Seattle, Wash. 

Hawthorne, Alice G., 241 Prescott St., St. Paul 
Hegel, Edith. . .1310 7th St. So., Minneapolis 
Holt, Cora M., 1408 7th St. S. E., Minneapolis 

Howard, Ethel M Lake City 

Jackson, Clara Sparta, Wis. 

Johnson, Amanda I Rochester 

Johnson, Genevra Sparta, Wis. 

Johnson, Hanna B Waseca 

Johnson, Jennie Red Wing 

Jones, Marguerite Blue Earth 

Lafky, Frederick J Lewiston 

Lake, Mildred, Mrs.Wm. Schoffman, St. James 

Lockhart, Harriet M Milbank, S. D. 

Loffnes, Amanda Missoula, Mont. 

Loughrey, Peter F 

Ludwig, Otto P Idaho Falls, Idaho 

Mahlow, Rose J ■. Kirkhoven 

Marsh, Ida B Coeur dAlene, Idaho 

McAllister, Mary, Mrs. G. J. Kandy 

Grand Rapids, Wis. 

McCool, Genevieve 17 W. 15th St., Mpls. 

McGrath, Helen Houston 

Mclntyre, Etta J Sparta, Wis. 

Minard, Adah E., 321 6th St.,Watertown, S.D. 
Moore, Jessie M., Mrs. A. L. Hearn. . .Virginia 

Murphy, Clara M Winona 

Nelson, Esther Red Wing 

Nelson, Louise Langdon, N.D. 

Olson, A. Emilie Spokane, Wash. 

Olson, Lillian M Kasson 

O'Shanghnessey, Catherine I., 

703 S. 3rd St., Stillwater 

Paine, Alice M 

. . . .Ethical Culture School, New York City 
Patchin, Elizabeth B, Mrs. Elizabeth Mon- 

nett Dayton, Wash. 

Perkins, Maud Houston 

Phillips, Jennie C 2120 5th Ave. S., Mpls. 

Pringle. Louisa, 20 Acorn St., Muskegon, Mich. 
Ramsdell, Mabel,.. 1823 16th Ave. S., Mpls. 

Ray, Jessie F Galesburg, 111. 

Reith, Ella L., Mrs. F. Peterson Lake City 

Richardson, Mabel, Mrs. Mabel Bryant. . . . 

Clarkston, Wash. 

Rigley, Henrietta Milford, Mass. 

Riley, Mabel M. (Married) Lakefield 

Roche, Josephine M Duluth 

Rohrer, Helen C Kasson 

Rowe, Anna M Winona 

Seeley, Ruth S Lake City 

Servick, Clara J Red Wing 

Shorrocks, Harriet M. (Married) .. Northfield 



Stobbs, Blanche M., Mrs. Squire E. Jones. . 

Duluth 

Stone, Helen M St. Peter 

Sumner, Bernice . Blue Earth 

Sutton, Gertrude N Stillwater 

Theisen, Clara M Minneapolis 

Tibesar, John A Minneiska 

Tigen, Minnie D. Mrs. Wm. Thompson. . . . 

Mandan, N. D. 

Van Eman, Ethel Great Falls.Mont. 

Van Vliet, Ethel M Northfield 

Wagenhals, Clara J 

2117 N. Dupont Ave., Minneapolis 

Walter, Nellie G LakeCity 

Wartinbee, Martha V La Crosse.Wis. 

Wick, Christie, Mrs. William Schroeder. . 

Worthington 

Wilkins, Sophia, Mrs. C. C. Brosig 

1105 Curtis St., Winona 

Willson, Ida Houston 

Williams, Martha, Mrs. E. M. Blake 

Terre Haute, Ind. 

Wooley, Benjamin Utica 

Yahr, Cora, 2427 Cedar Ave. So., Minneapolis 
York, Jennie A., Mrs. James H. Smith. . . . 

Lansing 

CLASS OF 1901 

Akesson, Anna Litchfield 

Allen, Nellie Mae, Mrs. W. A. Robertson. . 

726 Monroe St., Chicago, 111. 

Anderson, Mabel Red Wing 

Arenson, Edith Rivah 

1714 Portland Ave., Minneapolis 

Ascott, Carrie Crescent, Mrs. Wm. Kotvis 

Sparta, Wis. 

Baldwin, Grayce Mildred 

131 E. 14th St., Flat 6, Minneapolis 

Ballard, Huldah Jackson 

Barr, Ella May Hobson 

Beach, Bessie Kathrina . . . Sioux City, Iowa 

Beach, Eva Muir Sioux City, Iowa 

Benson, Gudrun Red Wing 

Berg, Abigael Houston 

Bowden, Margaret Anna Spring Valley 

Bradt, Bessey M., Mrs. Grove Wilson. . . . 

Brevig, Ena Alma Hancock 

Bridgham, Josephine Blanche 

3239 Portland Ave., Minneapolis 

Brown, Lucy Stillwater 

Bullan, Clara Estelle, Mrs. Ernest E. Han- 
na N. Yakima, Wash. 

Carlson, Mabel L St. Peter 

Chandler, Mabel Florence Austin 

Christopher, Mabel Elizabeth 

12 E. 27th St., Minneapolis 

Connell, Katherine J Waterville 

Cook, Grace Raymond Utica 

Cronon, Daisy Grace 



240 



HISTORICAL SKETCH 



Cronon, Mary Angela Austin 

Daniels, Jessie Reid. . . .Rock Island, Texas 

Davis, Henryetta Dover 

Delano, Lila Marie. .31 The Premier, St. Paul 
Doell, Mamie A., 4719 Cooke St., E. Duluth 

Donald, Mary Elizabeth Canton 

Dow, Sarah M., 1305 Hawthorn Ave., Mpls. 
Dwyer, Mary Audelle, Mrs. Frank E. Mc- 

Aboy Missoula, Mont. 

Ebersold, Mollie Wabasha 

Emerson, Marjorie West Duluth 

Enderlein, Elsa E Winona 

Filewood, Mary Tower 

Flahavan, Teresa Leo 

2531 16th Ave. So., Minneapolis 

Fletcher, Lydia Eudora, Mrs. William A. 

Mclntyre Langdon, N. D. 

Flower, Jenny Lewis, 817 4th Ave. S., Mpls. 

Fraser, Jennie F Eveleth 

Gage, Maud P. E Winona 

Gahagan, Lillian M Tacoma, Wash. 

Gallup, Julia Anna. .Rio Pirdeas, Costa Rico 

Gerrish, Olive May St. Charles 

Goodnow, Grace Greenwood .... Hutchinson 
Grafton, Florence Stanley, Mrs. Jack Bur- 
gess 3315 Humboldt Ave. S., Mpls. 

Gray, Anna Duffus Lake City 

Gray, Helen Kamiah, Idaho 

Grover Edith Cornelia, Mrs. E. M. Batson 

Sisseton, S. D. 

Hall, Adella Mae Le Roy 

Hall, Jeanette Austin 

Hanson, Emma Katherine Owatonna 

Hoffman, Jessica Ariette . . . Elkpoint, S. D. 

Hogue, Grace B Sparta, Wis. 

Hoorn, Lydia Marie Red Wing 

Hubbell, Helen Eliza 

168 E. Broadway, Winona 

Hussey, Grace Edith Kasson 

Jacob, Nellie Edna La Crosse, Wis. 

Johnson, Ada L., Mrs. L. E. Harrington. . 

4226 Went worth Ave. S., Mpls. 

Johnson, Esther Evalda Lake City 

Johnson, Hannah M Taopi 

Joslyn, Bertha Mary Sargeant 

Kanne, Lydia M Waterville 

Kendall, Sara Elizabeth Kasson 

Kimball , Florence 

317 Harvard St., S. E., Minneapolis 

Kielland, Gertrude Olson Grover 

Kluge, Charlotte Amelia, Mrs. Frank Pop- 
ham Charleston, 111. 

Larson, Valborg M Harmony 

Learning, Mary M 

816 4th Ave. N., Great Falls, Mont. 

Loe, Eliza Serene, 329 Oak St. S. E., Mpls. 
Loucks, Frances Lucile (Married) ... Austin 
Love, Bessie Elizabeth Preston 



Lundquist, Gena Elvira Red Wing 

Lynch, Edith May Zumbro Falls 

MacDonald, Louise 

226 West Ave., La Crosse, Wis. 

MacMartin, Elsie Jackson 

MacMillan, Kathryn V Winona 

Malven, Marie Marion, Mrs. Charles Salis- 
bury Huron, S. D. 

Mathewson, Emeline S Kasson 

McAdam, Agnes Blooming Prairie 

McGandy, Maude M Marshall 

McGowin, Elizabeth Litchfield 

Medbury, Mabel A., Mrs. H. D. Mudgett. . 

1024 S. Wyoming St., Butte, Mont. 

Meyers, Bertha Berdina, Three Rivers, Mich. 

Miles, Worel C Lakeville 

Miller, Edith Marie 

. . . .560 N. Wilson Ave, Passadena, Calif. 

Minor, Frances A Retreat, Wis. 

Mitchell, Kathryn Aline, Mrs. H. G. Pere- 
grine 1157 E. Lynn St., Seattle Wash. 

Monson, Mary Renville 

Morford, Gertrude Mabel Havana 

Mowbray, Hope Wilifred Winona 

Mowbray, Mae, Mrs. Karl H. Hoorn, 

Brainerd 

Myhre, Lillian Alphild, Mrs. Chas. Schaim 

. . . .Winona, c. o. Mrs. Waldemar Putsch 
Neiheisel, Ella H., Mrs. Henry Umbreit. . 

Plainview, R. F. D. No. 2 

Nelson, Axel Edwin Kenniwick, Wash. 

Nelson, Christine Grove City 

Oestern, Rosa M Luverne 

Olson, Agnes Nathalia Red Wing 

Olstad, Clara Margaret 

2212 9th St. S., Minneapolis 

Owens, Mabel lone, Mrs. Mabel Owens 

Thrasher .... Humboldt or P erre, S. D. 
Page, Etta May, 1814 E. Lake St., Minneapolis 
Page, Margaret C, Mrs. Harry Sherwood. . . 

Twin Brooks, S. D. 

Pentony, Winefred, Redwood Falls 

Porcher, Maria Ravenel 

2425 1st Ave. S., Minneapolis 

Powell, Fanny Elizabeth 

900 Main St., La Crosse Wis. 

Reich, Minnie Matilda. .545 Lincoln, Winona 

Reid, Mabel Elsie Red Wing 

Riedell, Mary Adaline, 3242 2nd Ave. S., Mpls. 

Rise, Clara Rushford 

Ristey, Supt. Samuel Caledonia 

Robinson, Carrie Valentine, Trempealeau.Wis. 
Roe, Myrtle Genevieve, 426 Olmstead, Winona 

von Rohr, Lucy Emily Winona 

Rothrick, Henry B Avoca 

Rowe, Clara Elk Point, S. D. 

Rowe, Mina Pear, Mrs. J. F. Fraser 

218 7th St., Logansport, Ind.. 



WINONA STATE NORMAL SCHOOL 



241 



Sheridan, Margaret Maud Dexter 

Simon, Gertrude Eleanor, Mrs. Geo. Welch 

Room 206, c. o. State Capitol, St. Paul 

Soule, Clarice Nona, Mrs. O. B. Axtell 

Mellette, S. D. 

Sowle, Maude Iva Hutchinson 

Stack, Nora Winona 

Starr, Mabel Emma, Mrs. Fred W. McFar- 

land Sansarc, S. D. 

Sterner, J. Mabel, Mrs. Donald Babcock. . . . 

Spokane, Wash. 

Sterrett, Margaret Hahn 

2309 S. Girard Ave., Minneapolis 

Stewart, Luella Ruth, Mrs. Luther G. Watts 

Byron, R. F. D. No. 1 

Stromme, Minnie Otelia 

600 21st Ave. So., Minneapolis 

Stuart, Louise Lyon Chatfield 

Sullivan, Mary T Kellogg 

Sutton, Honora J Alexandria 

Tagland, Lela Bessie Rushford 

Thoirs, Florence L Wabasha 

Unseth, Pauline J Westby, Wis. 

Wallace, Emma Frances Mt. Lake 

Watson, Eva Genevieve, Mrs. Eva Lynch. 

2180 W. 95th St., Cleveland, Ohio 

Webb, Mary Henrietta, Mrs. M. W. Matte- 
check Mapleton 

Weller, Maud Gertrude, Mrs. Scott Laird. . . 

Winona 

Welshons, Myra Eugenia Hastings 

Wentz, Anna Red Wing, R. F. D. No. 8 

Wheeler, Mabel Maria 

2503 Aldrich Ave., Minneapolis 

Whitacre, Mertis Belle.... Mt. Pulaska, 111. 
Whitmore, May Belle, Mrs. Bn Wheeler. . . 

Duluth 

Whitmore, Ethel Rae Etna 

Yolton, Marietta Chamberlain, S. D. 

Zeidler, Richard Fennimore, Wis. 

CLASS OF 1902 

Adams, Clara Myrtle, Mrs. Albertus Ed- 
wards Redwood Falls 

Alden, Ruth. . . .2218 Ilion Ave., Minneapolis 

Allen, Mary Gertrude Red Wing 

Allenson, Hulda Eliza Stillwater 

Anderson, Aleta Winona 

Anderson, Clara 255 E.Mark St., Winona 

Austin, Grace E Hastings 

Barlow, Charlotte Albert Lea 

Bates, Bertha May St. Louis Park 

Bates, Irene Centennial St. Louis Park 

Batson, Mabel Agnes Pine Island 

Bauer, Marie Katherine, Owatonna 

Bay, Selma Lorena Montevideo 

Birkebak, Anna R Hutchinson 

Blackmer, Nevada, Mrs. Austin G. Johnson 
P. O. Box 613, Two Harbors 



Bleifuss, Ella M Stewartville 

Bloom, Ada Permelia Stillwater 

Bohn, Clara E., Mrs. E. R. Thorson 

579 Carroll St., St. Paul 

Brace, Bessie, Mrs. G. B. Birch, Muscatine, la. 

Brown, Edith Marie Le Roy 

Bullene, Grace, Mrs. Geo. C. Rice. .Lewiston 
Burke, Agnes Harriet, 252 E. Sanborn, Winona 

Busch, Bertha Cecilia Red Wing 

Bush, Carrie May 

1119 6th St. S. E., Minneapolis 

Bush, Ethel Estelle 

1119 6th St. S. E., Minneapolis 

Buswell, Alma Theresa Winona 

Buswell, M. Eunica Winona 

Cary, Myrtle Margaret La Crosse, Wis. 

Charles, Nellie W Faribault 

Coleman, Avanelle E., Mrs. Clarence E. 

Tearse Deceased 

Condon, Elizabeth Coppinger 

1519 Linden Ave., Minneapolis 

Courtney, Floy Wilma, Mrs. Geo. A. Plum- 

mer Cresco, Iowa 

Cullyford, Mary Oliver, Mrs. Mary Cullyf ord 

Walker .... Hotel Euclid, Superior, Wis. 

Curley, Helen J Red Wing 

Curtis, Mary Eugenia Winona 

Danielson, Ada E Red Wing 

Desso, Lucy Maude, 1413 Bush St., Red Wing 
Doig, Minnie M., Mrs. Donald Hupp 

36 Spruce Place, Minneapolis 

Drohan, Gertrude 337 E. 16th St., Mpls. 

Duffy, Rosa M Ross, N. D. 

Dunbar, Mildred May La Crosse, Wis. 

Ebel, Clare Agnes. . . .2801 5th Ave. S., Mpls. 

Engelhart, Alice Louise Sheldon 

Erickson, Henrietta Charlotte Lake City 

Extrand, M. Mathilda White Bear 

Fahy, Grace Martha Hastings 

Farnham, Elsie Maud Milbank, S. D. 

Fitzpatrick, Mary Gertrude Winona 

Flanagan, Kathryn Elizabeth Winona 

Forster, Ivy Isabella Winona 

Freeze, Bessie Laura Winona 

George, Gertrude Kate (married) . . . .Winona 
Gilbertson, Frances Marcella, Mrs. Wm. 

Masteller Bird Island 

Goss, Florence May Anoka 

Gould, Corabelle (married) Minneapolis 

Goven, Celia V, Mrs. John Czapiewski, Winona 

Grant, Emma J Stillwater 

Greene, Nellie Maria Chatfield 

Guden, Theodore Gecrge Smithfield 

Haldeman, Grace St. Paul 

Harris, Jane Marquis 

2120 Portland Ave., Minneapolis 

Hartman, Laura Hutchinson 

Hawley, Delia Robbinsdale 

Hennessy, Mabel Alice, Mrs. Albert Barry. . 



242 



HISTORICAL SKETCH 



Everett, Wash. 

Higgins, Mary M Winona 

Holtz, Jennie Florence Rochester 

Home, Margery B McGregor, Iowa 

Horton, Lynma Ephobe Spring Valley 

Hyslop, Ida Maud Hudson, Wis. 

Jones, Elizabeth M., 2732 16th Ave. S., Mpls. 
Jones, Harriet A., 3236 Harriet Ave., Mpls. 

Jones, Winona Salt Lake City, Utah 

Karn, Mary Sarah Winona 

Kelly, Elizabeth Amelda Austin 

Kenevan, May Agnes Austin . 

Killeen, Ursula Lake City 

Kindley, Lydia Avilde Red Wing 

Kneubuhl, Emily, 1712 S. Dupont Ave., Mpls. 

Krumdick, Elsie 

1432 State St., Milwaukee, Wis. 

La Palme, Alma Anna 

2037 Crystal Lake Ave. , Minneapolis 

Leland, Florence Kivill, Mrs. Chas. Hintz. . 

Springfield 

Linneman, Bertha Margaret Brainerd 

Lockhart, Agnes Gray 

1529 Boyslton Ave., Seattle, Wash. 

Mastellar, William M Bird Island 

Maxwell, Ada Myrtle, Mrs. L. E. Gibbs. . . . 

St. Charles 

McLean, Eva Great Falls, Mont. 

McKinley, Mary Cannon Falls 

Merki, Selma, Mrs. Selma Smith, Granite Falls 

Michel, Hulda Mary Appleton 

Mickelson, Evelyn Margaret Duluth 

Milliken, Marion Sterrett Lake City 

Moberg, Emeline Amelia 

319 20th Ave. So., Minneapolis 

Muench, JosephiFrederick . . .Buffalo City ,Wis. 

Nelson, Anna Charlotte Grove City 

Noble, Wilhelmina R Winona 

Parker, Franc B Waseca 

Peterson, Carrie Marie Austin 

Pietsch, Elna Appleton 

Price, Alice Regan. . . .3409 Park Ave., Mpls. 

Qualee, Hildah Adams 

Regan, Winnifred Adelaide Winona 

Rice, Nellie S., Mrs. Fred Weber Elgin 

Robb, Florence Emma. Mrs. W. W. Smith. 

Winona 

Rohrer, Mertie Ursula Kasson 

Root, Bessie Helen Rochester 

Roverud, Gina Cornelia Caledonia 

Schanfield, Sarah, 1509 9th St., Minneapolis 

Schroeder, Ethel G Winona 

Schroer, Mabelle V, Mrs. Dr. Parker Ely 

Sherwin, Helen Fergus Falls 

Simons, Olive May Montevideo 

Smith, Cora Gertrude, Mrs. J. P. Deschneau 

Stillwater 

Steward, Mary Evelyn Litchfield 

Sweazey, Zora Agnes, 1624 W. 5th St., Winona 



Tarbell, Julia Dickinson, Mrs. Thos. Nixon 

Rutter 174 Hamilton 

Ave., New Brighton, Staten Island, N. Y. 
Towey, Agnes Margaret, 369 W.5King,Winona 

Towle, Edith E Lansing, Iowa 

Tweet, Clara Helmina, Mrs. Thos. E. Jones 

Imperial Block,. Brainerd 

Tyler, Vera Agnes Rushf ord 

Tyler, Luella Duluth 

Vaughn, James P Chisholm 

Warden, Calista. . Ill Adams Ave., Albert Lea 
Wegusen, Esther C 

. .248 E. Fulton St., Grand Rapids, Mich. 
Weston, Lou Evelyn, Mrs. Herbart .Barton 

Eveleth 

Whitted, Oric O. . .1206 5th St. S. E., Mpls. 
Williams, Antonia M., Mrs. S. G. Eliason. . . 

Montevideo 

Williams, Genevieve Celia 

208 Crocker Bldg., Des Moines, Iowa 

Williams, Lotta May, 3748 3d Ave. S., Mpls. 
Wright, Mary Alma, 3220 Nicollet Ave., Mpls. 
Wright, Lulu Cynthia Litchfield 

CLASS OF 1903 

Adams, Louise B Mantorville 

Amrud, Anna Montevideo 

Andrist, Anna Lois Mantorville 

Anshus, Ida Marie 3408 2d Ave. S., Mpls. 

Avery, Lilian Elizabeth. . . .New Albin, Iowa 

Baker, Merton F Glenwood.Wis. 

Baumann, Hedwig Winona 

Benson, Mattie Anna Morristown 

Bicknell, Mae E Deceased 

Black, Elva M Ottawa, Kansas 

Bornholdt, Alice I., 2414 Irving Ave. N., Mpls. 
Bowen, Ruth. . . .1615 Kenwood Place, Mpls. 

Boysen, Christine H Grand Forks, N. D. 

Braley, Pearl Edith Winona 

Bubar, Jessie Ida Stillwater 

Buck, Mira Belle Chester, Iowa 

Burt, Alice Maude Winona 

Buswell, Annie Edna, Mrs. Hugh F. Kendall 

Deceased 

Cronon, Agnes H Austin 

Carli, Roslyn Emma Stillwater 

Chambers, Mae Zee Austin 

Chase, Grace Dell Winona 

Clark, Emma Louise Stillwater 

Cobb, Ethel L Lyle 

Cogley, Anastasia A Flandreau, S. D. 

Cole, Helen Louisa Winona 

Collier, Ethel Eugenie Fergus Falls 

Dalaba, Ruth Sparta, Wis. 

Dalager, Blanche Olive Austin 

Davidson, Alice Elinore, Mrs. R. Jahnke. . . 

Pasco, Wash. 

Demeree, Genevieve G Winona 

Deming, VeNorma H 



WINONA STATE NORMAL SCHOOL 



243 



2300 Central Ave., Minneapolis 

Doud, Edna, Mrs. A. C. Burkhart 

Hawkeye, Iowa 

Dunbar, Mildred Mae La Crosse, Wis. 

Eames, Maude Alberta Fergus Falls 

Foster, Eva Mae Litchfield 

Foster, Rachel. .2419 Taylor St., Minneapolis 
Garlock, Blanche E., Mrs. Wm. Jacobson, Jr. 

Luverne 

Getchell, Eva Mae White Salmon, Wash. 

Gibbs, Ruth Naomi Waukon, Iowa 

Gilman, Leta Viola, Mrs. F. McGauvran 

1107 Lakeside Ave., Seattle, Wash. 

Gowen, Edith Stillwater 

Graves, Leonard S Beardsley 

Gray, Lulu Bell Marine Mills 

Griswold, Grace Italia Dodge Center 

Halgrimson, Clara New Richland 

Hanscom, Nina Belle 

2828 Portland Ave., Minneapolis 

Harlin, Florence A.. .1711 9th Ave. S., Mpls. 
Hedding, Florence Laura, Mrs. Alphonse 
Rheinberger. . . .695 Lincoln Ave., St. Paul 

Heley, Elizabeth Mantorville 

Herrmann, William C Redwood Falls 

Hoard, Eugenia Montevideo 

Howe, Mary, Mrs. E. A. Wellman. .Faribault 

Jaastad, Christie Rushford 

Jacobson, Ida 268 E. King St., Winona 

Jones, Justine B Marshalltown, Iowa 

Kellogg, Mary Ruth Red Wing 

Kirschner, Bertha Louise. . . .La Crosse, Wis. 

Knappen, Sarah L 

Koerner, Minnie Litchfield 

de Laittre, Sara O., Mrs. Roy Dixon 

2427 N. Lyndale Ave., Minneapolis 

Larsen, Mathilde Harmony 

Lee, Palma O. C, Mrs. H. B. Hedenark 

409 Park Ave., Albert Lea 

Leubner, Lillian 1603 4th St. S E., Mpls. 

Lohse, Minnie L., Mrs. Fred Falen 

3328 Pleasant Ave., Minneapolis 

Loomis, Ella F., 2214 Portland Ave., Mpls. 

Lowry, Esther M Dell Rapids, S. D. 

Lyman, Gratia Ann Stillwater 

MacCallister, Nora R., Mrs. John Haack . . 

'. Winona 

McCoy, Alice May. .64 E. Wabasha, Winona 

McLennan, Mabel Winona 

Merrill, Lucinda M Anoka 

Mersen, Chloe R Northfield 

Midgarden, Josephine New Richland 

Mills, Hattie E 311 Allegheny St., Austin 

Mortensen, Edith K Fergus Falls 

Munger, Bethira A., Mrs. Clarence H. Paris 

1850 Estes Ave., Rogers Park, 111. 

Murray, Mary St. Charles 

Nelson, Alda Georgina, Mrs. W. W. Jones. . 
Redding, Calif. 



Nelson Mary Frances^. . . .Bloomington, Wis. 

Nelson, Mary Priscilla Hastings 

Newmann, Margaret La Crosse ,Wis. 

Norris, Martha L. 2901 N. Lyndale Ave., Mpls. 
Palmer, Bessie L., Mrs. Carl Bauman, Winona 

Prinz, Martha M Winona 

Probst, Annabel 

Quinn, Margaret G Grand Meadow 

Ritchie, Catherine Mary Cannon Falls 

Roche, Evangeline Texarkana, Texas 

Rowley, Thomas C Douglas, Wyoming 

Sackett, Kathleen E Lanesboro 

Sackett, Martha Therese Lanesboro 

Saxe, Lora Belle, Mrs. Bryant 

3146 Columbus Ave. S., Minneapolis 

Schibursky, Clara Z. . . Hotel Clinton, Mpls. 
Sievers, Kathryn L., 619 E. King St., Winona 
Smith, Grace E., Mrs. L. E. Ellingwood 

Nettleton, Ark. 

Snyder,. Lottie B Winona 

Stoker, Bernice F., 2619 Dupont Ave. N., Mpls. 

Storing, E. Pearl 3416 3rd Ave. S., Mpls. 

Stout, Mary Austin 

Stultz, Gertrude C Owatonna 

Swanson, Agnes W Cannon Falls 

Swensrud, Hannah 2608 8th St. S., Mpls. 

Tidd, Lula Estelle Austin 

Tollifson, Matha L Graettinger, Iowa 

Van Alstine, Mabel M., 627 E. 3rd St., Winona 

Vance, Mary L Winona 

Van Dervoort, Celia A Milbank, S. D. 

Votruba, Kathryn M., Mrs. Thomas Powers 

Winona 

Watkins, Anna Phoebe Austin 

Wilder, Ruth Brownsdale 

Wilson, Grove E 

St. Paul Dispatch, St. Paul 

Wilson, Mae J Kasson 

Young, Gladys L Fergus Falls 

Zarske, Anna Pauline Renville 

CLASS OF 1904 

Austin, Alice, Mrs. P. Regnetter, Decorah, la. 

Baihly, Bessie G Rochester 

Balcom, Winfred Gerald Chatfield 

Barry, Helen Juanita Hammond, Wis. 

Bauman, Ada Kasson 

Beach, Nellie Louise 

2001 Nebraska St., Sioux City, la. 

Behan, Theresa Genevieve Tracy 

Bell , Elsie Adelaide 

715 3rd Ave., Eau Claire, Wis. 

Bennett, Vonnie W Woodstock 

Benson, Sara Freeman. . . .White Bear Lake 

Berg, B. Lucille Isanti 

Bishop, Kathryn Ann Mapleton 

Blesser, Ella Milbank, S. D. 

Blexrud, Maria Preston 

Btirgess, Olive Lavinia Austin 



244 



HISTORICAL SKETCH 



Case, Mildred, 1312 21st Ave. N., Minneapolis 

Caswell, Sarah Elizabeth Deceased 

Childs, Italia J Mantorville 

Clark, Agnes P Anoka 

Clemens, Emma Jane Winona 

Cleveland, Aimee B 

211 S. 4th St., Milbank; S. D. 

Cole, Kate Chatfield 

Cravath, Grace Audubon 

Davis, Helen Winona 

Davidson, Madge Laura St. Charles 

Evans, Ida Cornelia Kasson 

Fahy, Elizabeth Ellen Hastings 

Fargeman, Emma M Fergus Falls 

Farrington, Nina, Mrs. Ray Seager 

Gridley, Calif. 

Felenzer, Iona Helen Winona 

Fifield, Ella M Winona 

Fitzpatrick, James Winona 

Flindt, Ida L 410 Court St., Albert Lea 

Fluegel Lena 406 E. 4th St., Winona 

Forestal, Mae St. Charles 

Freeman, Maude E Cannon Falls 

Fridell, Anna C Red Wing 

Gebeler, Ella June Rochester 

Granger, Gertrude E Winona 

Griswold, Pearl R. . Winona 

Guertin, Grace E La Crosse, Wis. 

Gunderson, Ovedia G., Mrs. Damon Hortin 

El Paso, Texas 

Hall, Effie Regina Austin 

Hande, Emma M Spring Valley 

Hart, Mabel E Dover 

Hart, Verna M Dover 

Heim, Delia Winona 

Hennessy, Elsie Ada, Mrs. Arthur Hinckley 

Cranbrook, B. C. 

Heubach, T. Inez Hibbing 

Hill, Edna Virginia 

Jackson, Nettie Irene. . . .Mineral Point, Wis. 
Jennison, Mendaina, 2308 James Ave. N., Mpls 

Johnson, Bertha A Granite Falls 

Johnson, Idella G Wabasha 

Johnson, Julia Lake City 

Jones, Elizabeth Lime Springs, Iowa 

Jones, Ethel Havana 

Kiern, Grace Bums Deceased 

Killeen, Florence M Lake City 

Kline, Edith May 

-.716 25th Ave. N. E., Minneapolis 

Klug, Clara Arcadia, Wis. 

Kroeger, Anna Louise Winona 

Kroeger, Florence Adelaide Winona 

Lamp, Alice E Owatonna 

Lang, Maud Austin 

Langum , Ella Nora Preston 

Lawler, Catherine Agnes Rochester 

LeMay, Ray B 

. . . .441 St. Helen's Ave., Tacoma, Wash. 



Lipe, Ruby M., Mrs. E.T. Schoenbaum, Preston 

Long, Agnes de Sales Stillwater 

Lyman, Susan Stillwater 

MacMillan, Mae Winona 

Matteson, Viva C Deceased 

McGrath, Margaret E Rushford 

Meehan, Katherine A Adams 

Merriam, Edna Wheaton 

Miles, Linnie Irene Winona 

Mowbray, Myrtle Winona 

Munger, Christine L Winona 

Nalbach, Irena L Great Falls, Mont. 

Nelson, Alma Elizabeth Stillwater 

Nelson, Gertrude Elizabeth, Bloomington.Wis. 

Nessa, Charles O Mabel 

Nolan, Mary Hastings 

Pennington, May Pine City 

Perry, E. May, Mrs. G. C. Palmer. .St. Charles 

Phillips, Mabelle C St. Charles 

Pletke, Dora Amelia Winona 

Polzin, Benjamin A Winona 

Pratt, Ada Mary Elkton, S. D. 

Proctor, Agnes, 122 Adams Ave., Albert Lea 

Quinlan, Helen E Minneapolis 

Rankin, Harriet Laura. . . .Missoula, Mont. 
Ramsey, Mrs. Lizzie E. . .Webberville, Mich. 

Reed, Mabel, Mrs. Ned Peck St. James 

Reiner, Gertrude E Glencoe 

Reinert, Lela C Rushford 

Sager, Grace Adda Cannon Falls 

Smith, Nora J Kasson 

Sodergren, Mae Alicia B 

608 Water St., Albert Lea 

Soule, Cora M Montevideo 

Speedy, Eleanor Mary 

1821 Girard Ave. S., Minneapolis 

Stoltenberg. Camilla, Mrs. D. C. Hackett. . 

Chisholm 

Stubstad, Anna, Mrs. R. E. Perry 

2323 W. 3rd St., Duluth 

Swanson, Amy W Red Wing 

Sweet, Ethel Pauline, Minneapolis 

Thornton, Alice C, Mrs. Lewis Hunker. . . . 

724 22* St., Moline, 111. 

Tompkins, Lydia E Robbinsdale 

Trezona, Mae Ethelbert, Mrs. Geo. Downer 

Eveleth 

Tucker, Jessie Edythe Dodge Center 

Walton, Lillian, 3125 Columbus Ave., Mpls. 
Welch, Jessie, Mrs. B. A. Dyar, De Smet, S. D. 
Wheeler, Alice Mae, Mrs. Emil Schmidt. . . . 

Buffalo 

Wick, Martha Moller, Jackson 

Winter, Leta F. C Virginia 

Winter, Lois Adele Jackson 

Wood, Calmer Harris Witoka 

Zache, Elinor Deceased 

Zickrick, Theo Winona 



WINONA STATE NORMAL SCHOOL 



245 



CLASS OF 1905 

Allenson, Minnie Stillwater 

Almy, Anna M., Mrs. Asbury Wabasha 

Amos, Chris G Quincy 

Anderson, Cleopatra Boise, Idaho 

Anderson. Hildegard A Cannon Falls 

Arthur, Elisabeth A Mantorville 

Barteau, Stella, Mrs. Archibald Crumb .... 

Payette, Idaho 

Bartlett, Georgia Winnifred Pipestone 

Bartz, Ella Pauline Winona 

Behan, Angela Magdelene Tracy 

Beltz, Mary Gertrude Brownsdale 

Bentley, Ruth Waukon, Iowa 

Bergemann, Jessie R., Mrs. Frank Dixon. . 

Winona 

Berry, Katherine Chester 

Bibbins, Alethe Everts, Mrs. Ralph Evans 

Gooding, Idaho 

Biesanz, Leona Winona 

Boehme, lone M Alma, Wis. 

Bohlke, Ada Kasson 

Boo, Jennie Marie Stillwater 

Brattvet, Emma S Alexandria 

Brown, Martha Daisy, 314 S. 3d St., Stillwater 

Buswell, Florence Gertrude Winona 

Cameron, Malvena M 

4th Ave. S. and Grant, Minneapolis 

de Camp, Almah Lee 

1608 W. 25th St., Minneapolis 

de Camp, Malvina A 

1608 W. 25th St., Minneapolis 

Carley, Cora May St. Paul 

Carley, Nellie Maud St. Paul 

Carroll, Gertrude Magina Winona 

Chapman, Berton L Westbrook 

Chelgren, Emma E Redwood Falls 

Churchill, Mrs. Helena 

711 Douglas Ave., Minneapolis 

Cipra, Stella May Austin 

Clark, Florence E., Mrs. Ernest Pray 

Watertown, S. D. 

Clark, Helen Elizabeth Stillwater 

Coleman, Edith, 2305 Aldrich Ave., Mpls. 

Conklin, Adelaide. . .1709 Linden Ave., Mpls. 

Corn well, Frances Plain view 

Daniels, Mayme E 

2322 Minnehaha Ave., Minneapolis 

Degnan, Elizabeth Agnes Winona 

Demeree, Daisy Fannie Winona 

DeTuncq, Josephine Appleton 

Donart, Martha A., Mrs. Martha Donart 

Erickson Winona 

Donley, Glennie A., Mrs. A. A. Maxwell 

Winona 

Doran, Nellie Waterville 

Dunn, Beth L Jackson 

Dusschee, Louise Lanesboro 



Ebel, Lily Belle Faribault 

Farmer, Fayette Vernon Minneapolis 

Fifield, Edna Winona 

Flindt, Anna L Albert Lea 

Foote, Miriam D Preston 

Furey, Margaret May Stockton 

Gerry, Leila Evelyn 

2119 N. Russell Ave., Minneapolis 

Gibbs, Edith Lake City 

Gordon, Agnes A Chatfield 

Guertin, Grace Elizabeth. . . .La Crosse, Wis. 

Hakes, Voylia Milan 

Hammer, Thora Oline Winona 

Harr, Margaret Mae Sparta, Wis. 

Harris, Upham B Winona 

Hecker, Joesphine Marie. . . .Postville, Iowa 

Henslin, Marie Lydia Racine 

Hoard, Helene Sarah, Mrs. Dr. H. W.JRemele 

Hoffman, Laura L Rochester 

Howie, Lila, Mrs. Arthur Ceperly 

Vancouver, B. C. 

Hoy, Ora Cresco, Iowa 

Hunt, Anna Austin 

Jagow, Ada Lewiston 

Johnson, Edna Lake City 

Johnson, Mabel Minnie, Mrs. Iver I. Jordre 

Sheyenne, N. D . 

Kelson, Eleanora A Tyler 

King, Lyda Lillian Montevideo 

Kissling, Grace Winona 

Leehy, Mary W Blooming Prairie 

Lewis, Stella E Clarkfield 

Madsen, Elsie Ruth Grand Rapids, Wis. 

Malthouse, Ellen D Mason City, Iowa 

Manning, Elizabeth M Winona 

McAdam, Ella Florence .... Blooming Prairie 

McCoy, Eva Maude Byron 

McDermott, E. Franziska Luverne 

McVay, Mary Louise St. Paul 

Melvin, Kathleen Plainview 

Milanowski, Frances W Winona 

Miller, Florence E Postville, Iowa 

Milliren, J. Edna Pipestone 

Minrow, Aries Winona 

Morey, Frances S Winona 

Moulster, Mabel F Eyota 

Moy, Emma Ardella 

2219 H St., Bellingham, Wash. 

Myers, May Wood Miles City, Mont. 

Nessa, James N Mabel 

Nordenmalm, Emma C Lake City 

Orr, Loretta M. E 

2509 N. Emerson Ave., Minneapolis 

Page, Marian F Spring Valley 

Patchin, E. Maude Lewiston, Idaho 

Perkins, Winnifred L., Mrs. Nicholas Schwartz 

Morgan 

Peterson, Linda M. . Litchfield 

Petersen, Nellie Anea Austin 



246 



HISTORICAL SKETCH 



Prescott, Isadora M Sleepy Eye 

Price, Bessie Miriam, Mrs. Bessie Griffith. . 

234 S. 6th St., La Crosse, Wis. 

Probst, Eva F., 923 S. E. 8th St., Mpls. 

Proctor, Mae Arcadia, Wis. 

Rehnke, Adeline Alvina Kenyon 

Reid, Mabel Elsie Red Wing 

Reiner, Grace Emma Glencoe 

Robinson, Helen Eva Winona 

Roverud, Ella Minerva Caledonia 

Rowe, Ethel Allene Chatfield 

Rowe, Susie M Chatfield 

Sanborn, Alma Louise Lake City 

Sauter, Mary Owatonna 

Schofield, Lydia G., Mrs Spring Valley 

Seidel, Marie Agnes Sparta, Wis. 

Sewell, Jennie GreatlFalls, Mont. 

Sheehan, Katherine P Winona 

Sherman, Edith M Winona 

Silsbee, Floy M Chatfield 

Smith, Grace L. A., Mrs. Ross? Hatfield 

St. Paul 

Sodergren, Minnie Austin 

Snyder, May Irene, 51 Royalston Ave., Mpls. 

Steele, Lucretia G Princeton, 111. 

Stevens, Ruth Alice . .Tomah, Wis. 

Stickney, Rubie L., Mrs. HarryjLamb 

Grasston 

Stobbs, Lula Jane, 2533 Columbus Ave., Mpls. 
Strand, Selma M., Mrs. Leslie Woodberry. . 

Zumbrota 

Swanson, Anna Isabel Dassel 

Thompson, Maude, 2314fPortland Ave., Mpls. 

Tillman, Mary C Winona 

Tompkins, Mabelle A Austin 

Tuthill, Mabel B Sparta, Wis. 

Voss, Anna M Pine City 

Wahl, Julia L Lanesboro 

Weaver. Florence Helen. ..Watertown, S. D. 

Wedge, Sue M Mantorville 

Welander, Etta Alice Stillwater 

Wells, Elizabeth M Winona 

Winkels, Rose L Winona 

Woskie, Mabel E Chatfield 

CLASS OF 1906 

Adams, Anna B Pine Island 

Allen, Lillian Rochester 

Amos, Chris G St. Charles 

Anding, Elsie L Winona 

Arnold, Kate M Rushford 

Baldwin, Bess M., 2615 Emerson Ave., Mpls. 

Balow, Anna L Wabasha 

Beerse, Esther M Hastings 

Berggren, Ada L Cannon Falls 

Blanchfield, May Rushford 

Bohn, Mattie Grand Meadow 

Bouton, Helen F Lake City 

Boyd, Hattie May Zumbrota 



Boyson, Christine H Grand Forks, N. D. 

Brin, Rose Mae Stewart ville 

Budde, Clarmae 

. .Leland Stanford Univ., Palo Alto, Calif. 

Calvert, Jessie M Los Angeles, Calif. 

Cameron, Camilla Mae Dundas 

Carlson, Abbien M Austin 

Clark, Lenora B., Mrs. Tome. . . .Pine Island 

Clausen, Bertha Fountain City, Wis. 

Coleman, Pearle I Pine Island 

Conrad, Frances L Austin 

Cooke, Helen Stuart Wabasha 

Cowan, Grace E Box Elder, Mont. 

Cox, Harterowe J., Mrs. Frank Gerry 

St. Charles 

Crandall, Pearl E., Mrs. John Balch. .Witoka 

Crosby, Nellie W Litchfield 

Dahling, Bertha U Stillwater 

Dale, Ethelwyne Dover 

Dickson, Jean K Great Falls, Mont. 

Diederich, Mollie M., 598 Olive St., St. Paul 

Dressen, Louise Lake City 

Duffy, William G Tacoma, Wash. 

Dugan, Jean Austin 

DuMez, Eva M., Mrs. Eva DuMez Sample. . 

Spring Valley 

Easthagen, Minnie M 

2424 Chicago Ave., Minneapolis 

Ely, A. Inez Milbank, S. D. 

Ericson, Guida C Clarkfield 

Fahy, Alice B., Mrs. W. Austin. .Hutchinson 

Farnham, E. Maude Sparta, Wis. 

Fielder, Susan A Fort Worth, Texas 

Fox, Ella E., Mrs. Austin Cravath, Chatfield 

Frisch, Elizabeth St. Charles 

Gaylord, Alvira Louise .... Miles City, Mont. 

Gillman, Jessie Evelyn Winona 

Glancy, Alice G Lewiston, Mont. 

Goff, Pearl Eunice, Mrs. Pearl Boerner. . . . 

Buffalo 

Gunderson, Cecilia E., Mrs. M. Gullickson. 

Peterson 

Haller, Alma Caroline Red Wing 

Haney, James F Seattle, Wash. 

Hanke, Elsie E 1318 S. E. 7th St., Mpls. 

Hanrahan, Margaret M Rochester 

Hanscom, Emily 

Harley, Blanche Lake City 

Harris, Julia E Faribault 

Harshman, John Deceased 

Hart, C. Bernice Dover 

Heffernan, Adelaide Stillwater 

Hessian, Claire F Le Sueur 

Hildebrand, Mabel Deceased 

Hoel, Milla Canby 

Hoorn, Edith A Red Wing 

Hovde, Cora Wabasha 

How, Mary Willis St. Paul 

Howard, Lela E Tomah, Wis. 



WINONA STATE NORMAL SCHOOL 



247 



Hulburt.^Jetta 

Hulburt, Orpha 

Hunt, Marian A Deceased 

Hutson, Harriet Sparta, Wis. 

Hutson, Mary C Sparta, Wis. 

Jahnke, Ida Eyota 

Jensen, Mary C Litchfield 

Jessup, Ruth 3952 Harriet Ave. S., Mpls. 

Johnson, Delia J Cannon Falls 

Johnson, Mabel E Litchfield 

Johnson, Mabelle E Granite Falls 

Johnson, Sara, Mrs. Albert Berg, Montevideo 

Jordan, Nettie M Sparta, Wis. 

Kenevan, Alice B Austin 

King, Grace E Hastings 

Kinsman, Linnie E Austin 

Klint, Anna Mary,. .3017 23rd Ave. S., Mpls. 

Koerner, Olga 137 W. George St., St. Paul 

Kolshorn, Christiana H Red Wing 

Kratky, Lillie M West Concord 

Kreuzer, Marie Winona 

Lees, Cora Alma, Wis. 

Lovell, Verne Sparta, Wis. 

Lowell, Bessie M Deceased 

Lundquist, Anna C Red Wing 

Mclver, Mary E Winona 

McLean, Inez 

McNickle, Bessie, Mrs. J. J. Borland 

1610 Tower Ave., Superior, Wis. 

Merkert, Irene Deborah 

1809 15th Ave So., Minneapolis 

Mickelson, Anna 

209 S. Ermenia St., Albert Lea 

Minder, Georgine B St. James 

Morgan, Leila Smiths' Falls, Canada 

Morgan, Olive A., Mrs. Aug. Spanagel 

2513 36th Ave., Birmingham, Ala. 

Mueller, Minnie G Winona 

Nagle, Janet Bagley, Wis. 

Nichols, Verna L Spring Valley 

Odgers, Ida Ely 

Olson, Anna Eleanor Litchfield 

Olson, Emma Jackson 

O'Shanesy, Mildred J Winona 

Palmer, Fannie, Mrs. C. J. Furst 

1332 5th St., Sioux City, Iowa 

Paris, Vera M Winona 

Parks, Verna Iris Tracy 

Parlin, Maud P Anoka 

Pennington, Hattie Pine City 

Perkins, Lillian J Pine City 

Perry, Edith Utica 

Pletke, Ella V Winona 

Pooler, Ethel K Kasson 

Popple, Corena N Stewartville 

Poppleton, Bessie Hopkins 

Porcher, Cecile Stuart, 2425 1st Ave. S., Mpls. 

Regan, Isabelle Agnes Winona 

Rehnke, Elsie Caroline Kenyon 



Riebe, Gertrude C Rochester 

Roening, Eda A Winona 

Roening, Nettie M., Mrs. Leon Rand 

Krem, N. D. 

Rose, Alta May Winona 

Rueber, Iva May Oronoco 

Ruehle, Agness M Still £ater 

Sammons, Bessie Winona 

Sammons, Maebelle C, Mrs. Fred De Guire 

201 W. Howard St., Winona 

Savre, Elizabeth M., Mrs. George Hoban. . . 

Waterville 

Saxton, Myrtle A., Mrs. Edison Kasson 

Schlenter, Nellie A., Mrs. Geo. P. Ross 

Princeton 

Schmidt, Edith M New Ulm 

Schroeder, Anna St. James 

Schroeder, Ellanora H Grand Meadow 

Schumacher, Amanda Winona 

Schwanke, Edith A St. Charles 

Schwartz, Nicholas E-. Morgan 

Scully, Alice Gertrude Stillwater 

Seelye, M. Viola Mabel 

Sheehan, May C Deceased 

Simon, Peter Altura 

Smith, Loretta P Anoka 

Sorben, Emma C Grand Meadow 

Sorenson, Emma S. R Kasson 

Spellman, Mary, 547 8th Ave. N., Minneapolis 

Spencer, Vesta S Waukon, Iowa 

Stark, Ida Amanda Winona 

Stough, Charlotte Minneapolis 

Strub, Fannie Eleanor Winona 

Terry, Florence Emily, 613 Olive St., St. Paul 

Tompkins, Lydia E Robbinsdale 

Toner, Catherine D Cannon Falls 

Torbenson, Mathilda M Sacred Heart 

Torrens, Lottie May Austin 

Tracy, Agnes M 

499 E. Minnehaha St., St. Paul 

Tulare, Martha E Fairfax 

Ulrich, Anna Fountain City, Wis. 

Updyke, Mariorie M St. Charles 

Wardell, Eva Bessie Tracy 

Warner, Alta Mildred Witoka 

Watts, Florence M St. Charles 

Watts, Winifred, 1015 4th St., Boise, Idaho 

Whalen, Nellie G , Stillwater 

Wheaton, Alice S. Ill W. 7th St., Minneapolis 
Williams, Mildred V 

1925 Hillside Ave. N., Minneapolis 

Wilson, Laura C Kasson 

Wold, Mrytle Odine Austin 

Woodward, Marion Allison, Iowa 

Zender, Margaret 

825 S. Newton St., Albert Lea 



248 



HISTORICAL SKETCH 



CLASS OF 1907 

Allen, Grace A. , 731 Kirkwood, Davenport , la. 

Anderson, Anna Sophia Soudan 

Anderson, Emma Racine 

Austin, Celestine Hastings 

Baier, Sadie Veronica Rochester 

Berry, Elsie Elizabeth Ridge-way 

Bertrand, Helen C Mantorville 

Bezanson, Edith E., 3432 Chicago Ave., Mpls. 

Braley, Gertrude A Winona 

Brandt, Elsa Therese Winona 

Bratvet, Myra Kenyon 

Broderick, Mary C Byron 

Brown, Alice M Winona 

Brown, Myla A Groton, S. D. 

Buck, Mary Lanesboro 

Butler, Elizabeth Osage, Iowa 

Caesar, Bertha C Stillwater 

Callahan, Elvira Wabasha 

Carlson, Martha E Minneapolis 

Child, Vivienne Minneapolis 

Christensen, May J Minneapolis 

Clarke, Bertha J Minneapolis 

Clark, Minnie M South Park 

Cliff, Maude J Mazeppa 

Connell, Mary E Waterville 

Crandall, Elizabeth Montevideo 

Cunningham, Mabel A Pipestone 

Dahl, Ida M Northwood, Iowa 

Danielson, Hermina Red Wing 

Davidson, Harriet M Dover 

Davison, Ruth R Watertown, S. D. 

Davis, Effie Myrtle Rushford 

Dike, Harriet E Luverne 

Doig, Mary F., Mrs. Biersford 

795 Cass St., Detroit, Mich. 

Farr, Lola Sioux City, Iowa 

Fertig, Mildred A Arcadia, Wis. 

Fetzner, Emma Brownsville 

Findeisen, Maude C Red Lake Falls 

Finnberg, Lillian Minneapolis 

Flynn, Elizabeth Winona 

Frahm, Ida H Grand Forks 

Fried, Anton P Fountain City, Wis. 

Furey, Lucie Stockton 

Giere, Cora M., 315 E. Clark St., Albert Lea 

Gillespie, Rosella Minneapolis 

Griffin, Mary C, Mrs. Arthur Rice. . . .Adrian 

Guthrie, Regina Blooming Prairie 

Hardwick, Pearl C Winona 

Harkness, Laura M Mabel 

Hawkins, Catherine C Minneapolis 

Hawley, Lulu Mae Brownton 

Hedloff , Leona E Ely 

Hennessey, Thomas B Lewiston 

Hess, Emma C Winona 

Hoban, Mary C St. Paul 

Holstad, Amelia 421 4th St., Albert Lea 



Hurlburt, Frances L., 3228 17th Ave. S., Mpls. 

Jessup, Helen Minneapolis 

Johnson, Alfa Lanesboro 

Johnson, Ella V Tunnel City .Wis. 

Johnson, Mabel C Minneapolis 

Kasen, Eda Harmony 

Keizer, Ruth La Crosse, Wis. 

Kennedy, M. Laura Lake City 

King, Lillian M Owatonna 

Kirschstein, Helen Winona 

Krough, Clare, . .2827 N. Emerson Ave., Mpls. 

Kuehntopp, Eda M Stewartville 

Kutzler, Harriet A Mantorville 

Le May, Ray B Tacoma, Wash. 

Lennon, Mary, M Minneapolis 

Le Plant, Estella Rochester 

Le Tourneau, Daisy Lenore Windom 

Lockart, Mary T Brookings 

Lommen, Josephine Caledonia 

Longini, Fannie Winona 

Low, Lillian Spring Valley 

Lundberg, Estella Red Wing 

Lyon, Alice May, Mrs. Alice Tweed. .Duluth 

Martin, Ella May Mantorville 

Marzolf, A. Isabella Hastings 

Mathews, Katherine Lake City 

Mattice, Nina 100(H Nicollet Ave. Mpls 

Maurer, Nettie I Arcadia, Wis. 

McArdle, Edna May Mason City, la. 

McCraney, Mae Winona 

McGrath, S. Cecelia Rushford 

McKee, Bessie Edith Le Roy 

McLaughlin, Katherine Chatfield 

McVay, Anna Rose St. Paul 

Monson, Esther M Red Wing 

Murphy, Abbie H St. Paul 

Murphy, Elizabeth V Austin 

Myhre, Ruby M Winona 

Naylor, Mary G. . Osage, Iowa 

Nazett, Adelaide Postville, Iowa 

Nelson, Esther A Etter 

Newlander, T. Augusta Grafton, N. D. 

Noble, Jessie L Windom 

Noehl, Katherine M Kasson 

Oakey, Leva P Chatfield 

O'Connor, J. Angella Stewartville 

Olson, Florence A St. Charles 

O'Shea, Mamie Wabasha 

Otto, Anna M Red Wing 

Otto, Freda E Red Wing 

Paine, Sadie A Wabasha 

Parker, Isabella C 

03927 Monroe St., Spokane, Wash. 

Parks, Ruth La Crosse, Wis. 

Peterson, Nettie E Dawson 

Pennington, Clyde B., Mrs. Harry H. Austin 

Chisholm 

Pettis, Charlotte P St. Charles 

Potter, Bessie B Caledonia 



WINONA STATE NORMAL SCHOOL 



249 



Ranseen, Ethel, Mrs. Anton Fried, St. James 

Ray, Ethel R Minneapolis 

Reinhard, Carl Otto Jr Deceased 

Rheberg, Rachel, 2220 Oakland Ave., Mpls. 

Rheinberger, Erna M Winona 

Robertson, Katherine H Dover 

Roble, Dora E. . .817 S. Newton St., Austin 

Russell, Edna M Winona 

Ryel, Gladys M Austin 

Sartell, Nora A St. Cloud 

Schell, Sylvia A Spring Valley 

Schoregge, Iva M Olivia 

Seeling, Hattie L St. Charles 

Sell, Gertrude C Fairfax 

Shearer, Hazel R Chatfield 

Showers, Lillian G Onalaska, Wis. 

Simpson, Sara 204 5th Ave. S. E., Mpls. 

Skartum, Clara C Lake Benton 

Slindee, Carrie L Adams 

Slocum, Helen A Winona 

Smith, Mabel I Reeds 

Sonnenberg, Gertrude Winona 

Springer, Alta M Delavan 

Starkson, Ella J Rochester 

Steichen, Josephine, Mrs. Alfred Wise 

Lake City 

Storlie, Carl J Lanesboro 

Streissguth, E. Martha Arlington 

Tosdal, Ulrica Northwood, la. 

Towey, Nellie D Lanesboro 

Van Dervoort, Myrtle Milbank, S. D. 

Vilas, Edith M Lake City 

Waddell, Harriet R St. Louis Park 

Weeks, Ida M Winona 

Weston, Lida A Northwood, la. 

Williams, Lura A Cando, N. D. 

Young, Genevieve Y Rochester 

CLASS OF 1908 

Aase, Lizzie B Minneapolis 

Anderson, Pearl I Zumbrota 

Archerd, Olive Dodge Center 

Balch, Mary E Witoka 

Baribeau , Emma D Ely 

Belden, Anstis D Caledonia 

Bell, Lois C Chicago, 111. 

Berge, Ada B Willow River 

Bergh, Bessie Montevideo 

Bezanson, Edith E., 3432 Chicago Ave., Mpls. 

Biersdorf , Helen M Zumbrota 

Blackman, Gertrude E Windom 

Bollman, Betty A Wilson 

Bonhall, Laura E Minneapolis 

Bremer, Clara E Prescott, Wis. 

Brown, Elsie M Dakota 

Brown, Lillian M Argyle 

Brownlee, Helen P Lake City 

Burgi, Florence Yankton, S. D. 

Burt, Alice M Winona 



Calkins, Ethel Belle Winona 

Carlson, Frances J Red Wing 

Caswell, Clara G Winona 

Chatterdon, Georgia Redwood Falls 

Chesley, Maude Beaver Creek 

Conklin, Margaret F Stillwater 

Connell, Alice Monona, Iowa 

Connell, Anna L Waterville 

Cowan, Edith B 2408 1st Ave. S., Mpls. 

Craig, Lola Bertha Winona 

Cunningham, Eugenia Pipestone 

Danielson, Stella C Winona 

Degneau, Mabel E Wabasha 

Doran, Jennie G Grand Rapids 

Doran, Katherine A Grand Rapids 

Dunn, Beth L 

2521 Oakes Ave., Everett, Wash. 

Enderlein, Meta M Winona 

Evans, Pearl Redwood Falls 

Fertig, Maude A. M Arcadia, Wis. 

Foley, Ellen St. Charles 

Fowler, Hazel C Janesville, Wis. 

Frommes, Mabel M Winona 

Gahagan, Lillian M Tacoma.Wash. 

Gerlicher, Henrietta Winona 

Geyman, Emelie L Minneapolis 

Geyman, Grace Minneapolis 

Gleason, Winifred Dakota 

Grafton, Grace Seattle, Wash. 

Greene, Mary Ethel Winona 

Hancock, Daisy G Spring Valley 

Harrington, Lucy Minneapolis 

Harvey, Ruby L Buffalo 

Hazleton, Lydia L 

... .36 Spruce Place, Flat 21, Minneapolis 

Healey, Pearl C Kasson 

Hennessy, Helen B Winona 

Hess, Hazel E. A Winona 

Higgins, Ethel L Winona 

Hillier, Matie J Brownsdale 

Hillyer, Helen L Winona 

Hiltz, Hildred M Winona 

Holcomb, Clara L Minneapolis 

Hollenbeck, Jean K Perrysburg, Ohio 

Holmes, Lucy H Trempealeau, Wis. 

Holtz, Grace M Rochester 

Hovde, Gertrude Wabasha 

Howell, Minnie E Winona 

Huderle, Mame A Hutchinson 

Husby, Sena G Sherburne 

Hyde, Edith M Blooming Prairie 

Jessen, Emma L St. Charles 

Johnson, Ellen M Stillwater, S. D. 

Kaiserlik, Genevieve E Chatfield 

Keeler, Grace Tomah. Wis. 

Kent, Emma Sleepy Eye 

Kingsbury, Ethel M., Mrs. C. A. Barr 

616 15th St., Des Moines, Iowa 

Kinne, Harriet Winona 



250 



HISTORICAL SKETCH 



Kinsman, Abbie M Dover 

Klint, Anna S Minneapolis 

Knell, Irma M Winona 

Krumdick, Helen Dorothy Winona 

Lee, Christine Rushford 

Leonard, Marian Lake City 

Liljengren, DamarisE.. 1927 Elliot Ave., Mpls. 

Lokensgaard, Camilla Hawley Falls 

Lovelace, Nellie M Eyota 

Lust, Estella E Olivia 

Magelessen, Elsie E Rushford 

Magelessen, Thora 

510 W. Main St., Albert Lea 

Malloy, Frances S Red Wing 

Manning, Hellen Madison, Wis. 

Maroney, Mae J Eyota 

Maxwell, Lela M Appleton 

McAuliffe, Doris Gaylord 

McCloud, Mae Mantorville 

McGrath, Evelyn D Winona 

McGrath, Meria Rushford 

Mcintosh, Elsie Winona 

McKenzie, Bess M Wabasha 

McTigue-Prentice, Howard. . .Mclntire, Iowa 

Meek, Blanche Claremont 

Merriam, Gladys A Wheaton 

Meyer, Catherine H Winona 

Michelson, Anna A Luverne 

Mullen, May Wabasha 

Murphy, Leo F Winona 

Naylor, Marian E Gettysbury, S. D. 

Nelson, Inga Winona 

Odekirk, Bess M Dodge Center 

Olson, Edith L Red Wing 

Olson, Hannah A Winona 

Olson, Helen H Red Wing 

O'Meara, Sarah T St. Charles 

O'Shanesy, Mildred J Winona 

Parish, Eva I Rushford 

Pavlish, Lenora Chatfield 

Pfeil, Nora E St. Charles 

Power, Anna C Winona 

Reichert, Frieda H Watertown, S. D. 

Reinert, Mae Rushford 

Remington, Flora Wells 

Reul, Myrtle F Baraboo, Wis. 

Robertson, Ethel Harris Sleepy Eye 

Rogers, Ernest C Hammond 

Rolph, Carrie S Minneapolis 

Ryder, Hazel Summit, N. D. 

Sawyer, Adelaide, Mrs.W. M. Pratt, Chisholm 

Schmit, Eva D Wabasha 

Schoyen, Christine Rushford 

Schumacher, Frieda L Winona 

Siebold, Pearl M Hutchinson 

Simpson, Mabel I Minneapolis 

Smith, Henrietta M 

Spencer, Maye A St. Charles 

Staples, Fannie C Howard Lake 



Steffen, Leone Elba 

Stenseth, Sophia G Grand Meadow 

Strouse, Marie I Minneapolis 

Subra, Hattie M Waltham 

Sweazey, Minnie Belle Winona 

Taisey, Helen F Winona 

Tait, Bernice E Spring Valley 

Terry, A. Grace Gladstone 

Thomes, Mildred Minneapolis 

Thompson, Alice M Winona 

Torgeson, Clara L Lime Springs, Iowa 

Tosdal, Hannah L Northwood, Iowa 

Tower, Grace M West Salem, Wis. 

Tuell, Jennie H Winona 

Ward, Louise E Northfield 

Watts, Maggie P St. Charles 

White, Donald F La Moille 

Wilkie, Sylvia J Hobart, Okla. 

Wisely, Mary D Minneapolis 

Withrow, Grace N Homer 

Wolter, Gertrude K St. Charles 

Wunderlich. Charlotte F Red Wing 

Yearian, Ida Chatfield 

Zickrick, Berenice Winona 

Zickrick, Etta St. Charles 

CLASS OF 1909 

Adams, Lovina R Luverne 

Albrecht, Margaret E Mapleton 

Anderson, Clara Annette West Concord 

Baker, Ethel F Kasson 

Baker, George M Hopkins 

Barber, Eva Spring Valley 

Bauernfeind, Lucinda Kenyon 

Berden, Bernice Chatfield 

Boell, Clara E Winona 

Brammer, Sara E Winona 

Brown, Florence H Wabasha 

Brown, Jennie Wabasha 

Brown, Warren Elmer Rochester 

Brugger, Mary P Winona 

Brunner, May, 923 8th St. S. E., Minneapolis 

Bunge, Amanda Eitzen 

Butler, Bessie Merrill, Wis. 

Byrnes, Mary S., 325 E. Franklin Ave., Mpls. 

Canfield, Anna E Kellogg 

Canfield, Eva A Frontenac 

Carlson, Ida C, 901 13th Ave. S., Minneapolis 

Carlisle, Isabelle Lansing, Iowa 

Cassidy, Jane M Eyota 

Castle, Winifred Pine Island 

Chaffee, Bessie C Detroit 

Christensen, Dagmar E Robbinsdale 

Clark, Helen M Afton 

Colgan, Fanny L Wells 

Condon, Ormonde, 1602 Linden Ave., Mpls. 

Connolly, Maryan Prior Lake 

Connors, Myrtle E Stillwater 

Constantine, Mabel R Red Wing 



WINONA STATE NORMAL SCHOOL 



251 



Coulter, M. Etta E. Grand Forks, N. D. 

Crane, Maude M Grand Meadow 

Culver, Rena M Chatfield. 

Daniels, Jessie R Rock Island, Texas 

Dillon, Regina New Hampton, la. 

Dorival, Grace A Caledonia 

Dowe, Florence E Lake City 

Drotning, Wilma E Stoughton, Wis. 

Ehlers, Gertrude B Winona 

Ehmke, Frances M Winona 

Engelson, Lilly A Le Roy 

Erickson, Alpha M Fergus Falls 

Fairbanks, Mae C Austin 

Folkestad, Clara E Kasson 

Foot, Frances M Red Wing 

Gentskow, Cleon J Minneiska 

Ghering, Emma Larrimore, N. D. 

Glenn, Ella E Olivia 

Gorr, May A Winona 

Gray, Hazel F Rochester 

Guentz, Mattie B Winona 

Halderson, Stella Trempealeau, Wis. 

Halloran, Katherine G Chatfield 

Harbin, Ethel E St. Paul 

Harkness, Ida M Buffalo 

Hart, Catherine M Hastings 

Heffron, Alice M., 1722 11th Ave. S., Mpls. 

Hennessy, Katherine Winona 

Hess, Cora A Winona 

Hogan, Katherine M Janesville 

Holub, Louise R New Prague 

Howe, Marie R Kellogg 

Hoyt, Bessie W Lake City 

Jackson, Florence Winona 

Jacobson, Olga K., 519 3rd Ave, N. E., Mpls. 
Jahn, Minnie, 2216 Central Ave. N. E., Mpls. 

Junkin, Jennie D Kellogg 

Kirschstein, Vera W Winona 

Klein, Mabelle V Caledonia 

Kowalewska, Monica B Winona 

Kremers, Lydia Whitehall,Wis. 

Kuske, Ella P Olivia 

Lamm, Katherine Lake City 

Larson, Wilma B Tracy 

Lathrop, Clara L Northfield 

Ledbetter, Orda Clarkfield 

Leighton, Mabel Caledonia 

Lindeman, Esther E N. Redwood 

Lord, Hazel V Forest Lake 

Lumley, Edith J Buffalo 

Maland, Lillie C Rushford 

Manley, Regina E Winona 

McBride, Adelaide M Janesville 

McCoy, Jennie E Osage, Iowa 

McDonnell, Clella Greene, Iowa 

McLean, Helena Brookside, Mont. 

McManus, Mamie Trempealeau, Wis. 

McNallan, Rose Kellogg 



Meixner, Anna L Owatonna 

Morey, Bertha L Winona 

Munger, Alice Winona 

Murphy, Agnes Grace, 811 15th Ave. S., Mpls. 

Nagle, Janet Bagley, Wis. 

Nygren, Anna L Kellogg 

O'Bevan, Pauline M Winona 

O'Brien, Minnie M Taylors Falls 

Olson, Florence A St. Charles 

Parks, Jocie B Spring Valley 

Peabody, Vivian E Redwood Falls 

Potter, Edith Winona 

Quigley, Mary L Kellogg 

Radichel, Clara L Lake Crystal 

Raihle, Ruby O., 213 Church St. S. E., Mpls. 

Remshardt, Marie Red Wing 

Ritchie, Harriet E Winona 

Roe, Lucille Columbus, N. D. 

Ronan, Jeannette M Lewiston 

Roll, Ida C Adrian 

Rueber, Ethel H Chatfield 

Ruud, Agnes La Crosse, Wis. 

Sainsbury, Maude M La Moile 

Schleiger. Hilda M Grand Meadow 

Scott, Laura M Faribault 

Seaburn, Myrtle A Grand Meadow 

Sell, Dora C Adrian 

Serum, Marie A Fairfax 

Sherman, Margaret L Red Wing 

Small, Gertrude M St. Charles 

Smetana, Mary L Hopkins 

Smith, Gertrude A New Richland 

Sorensen, Mabel M Easton 

Strouse, Millie Nehr, 2505 Clinton Ave., Mpls. 

Stuart, Agnes P St. Paul 

Sunwall, Agnes, 325 E. Franklin Ave., Mpls. 

Swain, George Warner Winona 

Swanson, Hilma C Milbank, S. D. 

Swenson, Clara J Flambeau, Wis. 

Toftley, Ellen B Glencoe 

Tower, Mary R Winona 

Trautner, Anna A Winona 

Trautner, Katherine C Winona 

Ungerman, Nellie B Waseca 

Walters, Bonnie B Minneapolis 

Wampler, Anna M Postville, Iowa 

Watkins, Lilian M Watertown, S. D. 

Webb, Gladys M Montevideo 

Wells, Elizabeth M Winona 

Wheeler, Mabel C Winona 

Whitney, Carmen E Wells 

Wilkinson, Ira W Dakota 

Williams, Ella B., Mason City, Iowa 

Williams, Hazel L Faribault 

Williams, Melissa, 1925 Hillside Ave. N., Mpls. 

Withers, Blanch Ardelle Northfield 

Wolf, Ruth A Nerstrand 

Zeches Ceceha St. Charles 



252 



HISTORICAL SKETCH 



CLASS OF 1910 

Ainsworth, Inez C St. James 

Anderson, Nelia Maple Hill, Iowa 

Becker, Louise M Winona 

Bell, Charles Edward Andrew, Iowa 

Bibbins, Helen H Chatfield 

Boylan, Eileen M Watertown 

Bradley, Rhoda Bernice Lake Benton 

Broderson, Anna H Winona 

Broderson, Clara C Winona 

Brooks, Margaret C Winona 

Browne, Marie W 2752 Elliot Ave., Mpls. 

Burkleo, Janie Stillwater 

Calkins, Emma Alice .... Trempealeau, Wis- 

Carhart, Clara Trempealeau, Wis. 

Carter, Ethel G Cedar Rapids, Iowa 

Carter, Myrtle G Cedar Rapids, Iowa 

Chmel, Bessie Hopkins 

Clark, Flora A Lamberton 

Clarkson, Bessie B Owatonna 

Colville, Jean A Redwood Falls 

Connolly, Florence M Stillwater 

Cowing, Lilian J Jackson 

Cronen, Grace A Le Sueur 

Cronin, Florence Winona 

Crouch, Lelia G Winona 

Dale, Mary Dover 

Davidson, Florence Dover 

Davison, Bess H Winona 

Didier, Marcelle C 1800 1st Ave. S., Mpls. 

Dussche, Elva Alma, Wis. 

Dvorak, Rose I Renville 

Elkins, Mary K Lake City 

Ernst, Cora Grayce Dodge Center 

Evans, Alice J Alma, Wis. 

Ewing, Louise G.. . .800 Hague Ave., St. Paul 

Ferguson, Bessie Duluth 

Fladager, Bertha Spring Grove 

Flahavan, Frances A., 2531 16thAve.S., Mpls. 

Fraley, Emma J West Concord 

Fried, Orrin Fountain City, Wis. 

Fritze, Flora C Winona 

Galvin, Jane C Preston 

Garrett, Vivian Minneapolis 

Garvey, Florence M 

4811 Lyndale Ave. S., Minneapolis 

George, Jess R Renville 

Geyman, Ruth H Winona 

Giere, Olga T Whalan 

Gilbertson, Frieda Minneota 

Glenn, Catherine V. , Olivia 

Goodhue, Edith May Winona 

Gorman, Margaret Kellogg 

Grant, Florence Faribault 

Griesel, Elizabeth Winona 

Haefner, Viola La Crosse, Wis. 

Haines, Ethel A., 2616 Park Ave., Minneapolis 



Halbert, Grace A Hinsdale, Mont. 

Halloran, Irene C Minneapolis 

Harkness, Laura Winona 

Hauge, Catherine E Nerstrand 

Hedenstad, Ruth Albert Lea 

Hess, Elsie W Winona 

Hitchcock, Eleanor Sparta, Wis. 

Hood, Leone B Spring Green, Wis- 

Howatt, Helen A Lake City 

Huefner, Stanley R Winona 

Humphreys, Muriel 334 E. 17th St., Mpls. 

Iverson, Mabel La Crosse, Wis. 

Jacob, Dora La Crosse, Wis. 

Jahn, Louise Katherine Winona 

Johnson, Addie N Watertown, S. D. 

Johnston, Nelle E Dakota 

Jordan, Olga Winona 

Josephson, Hattie C Red Wing 

Joslyn, Myrtle R Mantorville 

Judson, Hazel M Faribault 

Koebke, Ada A Elgin 

Kremer, Myrtle M Winon a 

Krier, Mary E Caledonia 

Kuehn, Louise M 

1439 Marshall St. N. E., Minneapolis 

Lansing, Anna Owatonna 

Larson, Edna Anetta .... Thief River Falls 

Larson, Geva N Mabel 

Lathrop, Bertha B Northfield 

Lees, Amy E 1189 Hague Ave., St. Pau 1 

Leonard, Grace F Spring Valley 

Lindsley, Leora Mae Jackson 

Longini, Irene Winona 

McCarthy, Winifred 

2924 17th Ave. S., Minneapolis 

McCool, Katherine Winona 

McDonald, Laura M 

307 S. Exchange St., St. Paul 

McGrath, Sadie E Rushford 

Mclntyre, Jean E.,2801 Garfield Ave. S., Mpls- 
McLaughlin, Josephine 

86 N. Lyndale Ave., Minneapolis 

McLeod, Bessie Rushford 

McNickle, Ruth M Winona 

McQuay, Hazel A Winnebago 

Marzolf , Florence Hastings 

Mellgren, Xenia M Dunnell 

Maxwell, Ada M Winona 

Mielke, Mattie M Elgin 

Milbrath, Elsie L Lester Prairie 

Miles, Linnie I Winona 

Miller, Flora M Watertown, S. D. 

Mundell, Grace H Chatfield 

Munro, Charlotte J Faribault 

Nelson, Emma Kasson 

Nickels, Louise M Rochester 

Nicol, Rachel E Sparta, Wis. 

Nordenmalm, Emma C Lake City 



WINONA STATE NORMAL SCHOOL 



253 



O'Dea, Anna Lewiston 

Olson, Helen Merinda Red Wing 

Otis, Eleanor St. James 

Owens, Anna Mazeppa 

Palmer, Helen Clear Lake, S. D. 

Parks, Ruth E La Crosse, Wis. 

Patterson, Lela Harmony 

Pfeil, Minnie L St. Charles 

Polyblank, Mabel L Trempealeau, Wis. 

Prescott, Sarah E Winona 

Price, Vera Tracy 

Raabe, Laura Spring Valley 

Race, Adella Minneapolis 

Rhines, Hazel L Caledonia 

Rogers, Ethel Stillwater 

Rounds, Florence J Sleepy Eye 

Rowe, Zella C Owatonna 

Rowell, Grace A North Branch 

Ryan, Marion Winona 

Schaefer, Grace A Ely 

Schoening, Ida, 2109 Fremont Ave. S., Mpls. 

Schossow, Rose Winona 

Schuneman, Alice A Hutchinson 

Seymour, Franc Lake City 

Silsbee , Lilah Bibbins Chatfield 

Small, Ruby St. Charles 

Snider, Anna Wilton 



Sparks, Belle Minneapolis 

Sterrett, Inez V Lake City 

Strong, Helen G Winona 

Strouse, Millie N., 2530 Chicago Ave., Mpls. 

Thompson, Alice M White Bear 

Timmons, Edna Winona 

Tobias, Frances Kellogg 

Tracy, Agnes Matilda 

499 E. Minnehaha St., St. Paul 

Tuel, Jennie H Winona 

Turner, Florence Lake Crystal 

Turnquist, Pearl B Stillwater 

Tuttle, Anna Winona 

Wagner, Laura Winona 

Wakefield, Ethel M Lake Benton 

Walters, Bonnie E., 7 E. 25th St., Minneapolis 

Wangen, Ada J Wells 

Warner, Margaret Waterville 

Weber, Edna M Creswell, Oregon 

Westman, Esther E Winona 

Wiegand, Frieda L Waseca 

Wilson, Eva F Watertown, S. D. 

Wind, Kate, Sta. F, R. F. D. 2, Minneapolis 

Winter, Clara E Waterville 

Woon, Isabelle M Prescott, Wis. 

Wright, Jessie C Winnebago 

Zimmerman, Minnie Spring Valley 



FACULTY REGISTER 
PRINCIPALS AND PRESIDENTS 



Present Address 
Seattle, Wash. 



JohnOgden 1860 — Dec, 1861 

*V. J. Walker 1861 — March, 1862 

No session 1862 — 1864 

*John J. McMynn 1864 — Resigned without service. 

*William F. Phelps 1864 — 1876 

*Charles A. Morey 1876 — 1879 

°Irwin Shepard 1879 — 1898 Winona, Minn. 

Sept. 1898 — Dec. 1898 School under administration 

of faculty with Director- 
More y as Acting Principal. 

Frank A. Weld 1898 Elected; did not accept- Moorhead, Minn. 

J. F. Millspaugh 1898 — 1904 Los Angeles. Cal. 

G. E. Maxwell 1904 — Winona, Minn. 



The following is a list of the teachers who have served in the faculty of the State Nor- 
mal School at Winona since its organization: 

Name Date of Service Office Present Address 

Dr. D. B. Reid 1860 — 1861 Lecturer in Chemistry 

*Wm. J. Stearns 1860 — 1861 Assistant Principal 

*Wm. Jay Youmans 1864 — 1867 Chem., Physiol., Hygiene 

*0. D. Adams 1864 — 1868 Vocal Music 

*Mary V. Lee 1864 — 1872 Meths. of Teach. 

Belle S. Thompson 1864—1875 Math. & Methods St. Paul, Minn. 

612 Holly Ave. 

* Deceased. 

° The title Principal was changed to President in 1880. 



254 



HISTORICAL SKETCH 



Name 



Date of Service 



Office 



Present Address 



Sarah J. Tim anus 1864 — 1869. . 

(Mrs. Wilbur Crafts) 
Christine H. Gilbert 1864 — 1870 . . 

*Ctara P. Sheldon 1866 — 1868. . 

*Emma Bancroft 1866 — 1868. . 

(Mrs. John Andrews) 

Charilla R. Hamblin 1867 — 1868. 

(Mrs. Doan) 
Cooper G. Walker 1868 — 1869. . 

*J. B. McGibeny 1869 — 1873. . 

Eugenia A. Wheeler 1869 — 1876 . . 

(Mrs. Harvey Slade Goff) 
*Minnie F. Hewitt 1869— 1872.. 

Charles C. Curtiss 1870 — 1874\ . 

1881 — 1883/ 

Ellen F. Williams 1870 — 1871 . . 

*A. Jennie Farber 187 — 1872. 

*Josie A. Stevens 1871 — 1872. . 

Anna Sanderson 1872 — 1874. . 

Sarah L. Wheeler 1872 — 1876. . 

Myra Kimball 1872—1879. . 

(Mrs. Goldney) 

*Mary A. W. Cooley 1873 — 1877. . 

Franc E. Sharp 1873 — 1877. . 

(Mrs. Dr. L. W. Denton) 
Delia A. Browning 1873 — 1879 . . 

(Mrs. W. P. Rogers) 
Conrad Utzinger 1873 — 1874. . 

*Charles A. Morey 1874 — 1879 . . 

*John D. Lord 1874 — 1875. . 

*Clarence M. Boutelle 1874 — 1883. . 

Clara J. Armstrong 1875 — 1876. . 

Corlis J. Pickert 1875 — 1879. . 

Fanny J. Kimber 1876 — 1881 . . 

(Mrs. Fanny Boutelle) 

Fayette L. Cook 1876 — 1879 . . 

L. W. Denton 1876— 1877. . 

Jennie G. Stewart 1877 — 1878. . 

Martha Brechbill 1877 — 1889. . 

(Mrs. Dr. J. B. McGaughey) 
Gertrude L. Chapin 1877 — 1879 . . 

(Mrs. A. F. Foster) 
Anna G. Baldwin 1877 — 1883. . 

Theo. J. Richardson 1879 — 1880 . . 

Alice H. Bingham 1879— 1883. . 

(Mrs. B. R. Mead) 

Mary Gorham 1879 — 1880 . . 

* Deceased. 



.Critic Mod. School Washington, D. C. 

206 Penn Ave. S. E. 

.Critic Mod. School Ithaca, N. Y. 

518 E. State St. 
.Critic Mod. School 
.Asst. in Music 

.Vocal Music 

.Asst. Mod. School Spokane, Wash. 

1420 3rd Ave. 
.Vocal Music 

.Geography Minneapolis, Minn. 

2628 Clinton Ave. 
. Critic in Mod. School 

.Penmanship ■ Valley City, N. D. 

State Normal School. 
.Asst . 

.Critic Mod. School 
. Critic Mod. School 

. Methods of Teach Aurora, S. D. 

.Hist, and Geog Minneapolis, Minn. 

2628 Clinton Av e 

.Critic Mod. School Parana, 

Argentine Republic, S. A. 
. Music and Gymnastics 

.Critic Mod. School Minneapolis, Minn. 

2022 Portland Ave. 
.Critic Mod. School Washington, D. C. 

.Asst. Mod. School San Francisco, Cal. 

1063 Broadway 
.Natural Science 
. Penmanship and Draw. 
. Mathematics 
.Gram. Rhetoric, & Lit.. .Los Angeles, Cal. 

137 W. Adams St. 

.Hist, and Eng St. Charles, Minn. 

. Methods of Teach St. Anthony Park, 

St. Paul 

. Penmanship Spearfish, S. D. 

Pres. Spearfish Normal School 

.Critic Mod. School Minneapolis, Minn. 

2022 Portland Ave. 
.Vocal Music and Gym. 
.Geog. & Physiology Winona, Minn. 

.Gram, and Arith Litchfield, Minn. 

.Critic Mod. School Bryn Mawr, Pa. 

Baldwin Prep. Sch. 

. Penman, and Draw Pacific Grove, Cal. 

.Critic Mod. Sch Glendive, Mont. 

.Vocal Music 



WINONA STATE NORMAL SCHOOL 



255 



Name 



Date of Service 



Office 



Present Address 



Kate Grant 1879 — 1880 . 

(Mrs. Wm. Hope) 

♦Lillian Partridge 1879 — 1880 . 

Louie H. Benney 1880 — 1881 . 

(Mrs. Stewart) 

Blanche D. MacKie 1880 — 1882. 

Jennie Ellis 1880 — 1882. 

(Mrs. Judge W. W. Keysor) 
Kate M. Ball 1880 — 1882. 

*Alfaretta Haskell 1880 — 1882. 

Mary Hartman 1881 — 1882. 

Florence C. "Wheat 1881 — 1882. 

*Sophie L. Haight 1881 — 1883. 

Sarah C. Eccleston 1881 — 1883. 

Alcinda L. Morrow 1882 — 1883. 

(Mrs. Alcinda Whitson) 

Kate L. Sprague 1882 — 1908. 

Henrietta E. Gilbert 1882 — 1883. 

Vienna Dodge 1882—1891. 

(Mrs. Henry F. Pearson) 

John M. Holzinger /1882 — 1889 

\1894 — 
*Mary E. Couse 1882 — 1884. 

(Mrs. O. B. Gould) 
Antoinette Choate 1882 — 1883. 

(Mrs. Richardson) 

Thomas H. Kirk 1883 — 1887 . 

Ada L. Mitchell 1883 — 1887. 

(Mrs. C. H. Boynton) 
Anna C. Fockens 1883 — 1887 . 

(Mrs. Chauncy N. Waterman) 
Jeannette McCool 1883 — 1892 . 

(Mrs. Manfred J. Holmes) 

Mary E. Sykes 1883 — 1884. . 

Belle Thomas 1883 — 1884. 

Angeline Brooks 1883 — 1883. . 

*Eudora Hailman 1883 — 1884. . 

(Mrs. Wm. N. Hailman) 
Sarah E. Whitaker 1884 

(Mrs. Dr. D. C. John) 

Irene M. Mead J1884— 1904. 

11906 — 1909. 

♦Georgia Timerson 1884 — 1885. 

Florence A. Reed 1884 — 1885. 

Harriet R. Donovan 1884 — 1889. 

(Mrs. H. Choate) 
Gertrude Staples 1885 — 1889. 

(Mrs. Seward Allen) 
Clara L. Grow 1885 — 1890. 

(Mrs. Clara Grow Pett) 

Ada L. Fairfield 1885 — 1887. 

Caroline V. Smith 1889 — 

Anna E. Broadwell 1886 — 1888 . 

(Mrs. Charles Davidson) 
Ellor E. Carlisle 1886 — 1887 . 

* Deceased. 



.English Lang London, Eng. 

Elmhurst, Arlington Road, Twickenham Park 
.Critic Mod. Sch. 
.English Lang. 

.Vocal Music 

.Hist, and Civil Govt. . . .Omaha, Nebr. 

. Industrial Draw San Francisco, Cal. 

Supt. Draw., City Schools 
. Critic Mod. School 

.Math, and Latin Normal, 111. 

.English Lang. 

.Rhetorical and Elocution 

.Director Kindergarten.. .Buenos Ayres, S. A. 

. English and Methods. . . . Los Angeles, Cal. 

1031£ W. 31st St. 

.Math Farmington, Mich. 

.Vocal Music 

. Industrial Draw Webster, N. H. 



.Winona, Minn. 



.Critic Mod. School 



.Critic Mod. School East Pasadena, Cal. 

360 N. Michigan Ave. 

.Natural Science Monrovia, Calif. 

.Vocal Music Tacoma, Wash. 

c.o. Tacoma Ledger 
.Librarian and English.. .Toledo, Ohio 

918 Norwood Ave. 
.Critic Mod. School Normal, 111. 

.Critic Mod. School 
.Critic Mod. School 

. Director of Kgn Springfield, Mass. 

.Director of Kgn. 

— 1885. . . .English Lang Milwaukee, Wis. 

.English Lang. 

.Registrar Long Beach, Cal. 

.Critic Mod. School 
.Critic Mod. School 
.Director Kgn Winona, Minn. 

. English Lang Eugene , Oregon 

.Critic Mod. School Winona, Minn. 

.Critic Mod. School 

.Vocal Music and Pen.. . .Winona. Minn. 

.Latin and History Scranton, Pa. 

.Critic Mod. School Boston, Mass. 

c. o. Bd. of Education, Mason St, 



256 



HISTORICAL SKETCH 



Name 



Date of Service 



Office 



Present Address 



*Frances A. Elmer 1886 — 1907. . 

Elmer E. Whitted 1887 — 1887. . . 

Sarah M. Row 1887 — 1888. . . 

Verna E. Sheldon 1888 — 1889. . . 

(Mrs. Fred. C. Hicks) 

Mary A. Keyes 1888 — 1900 . . 

Gecrge E. Knepper 1889 — 1891 . . 

Kate E. Ernst 1889—1894. . 

(Mrs. Edward Lees) 
Anna O. Yeaton 1889 — 1896. . 

(Mrs. Harry G. Miller) 

*Celia M. Mitchell 1889 — 1891 . . 

Chas. A. McMtirry 1889 — 1892. . 

Nellie E. Turner 1889 — 1890. . 

(Mrs. Nellie E. Anderson) 

*Linnaeus P. Cravens 1890 — 1891. . 

L. S. Ross 1890 — 1891. . 

Lydia E. Kniss 1890 — 1891 . . 

Ella Patterson 1890 — 1891 . . 

Edwin J. Freeman 1891 — 1898 . . 

Manfred J. Holmes 1891 — 1897 . . 

Mary W. Gilbert 1891 — 1892. . 

Bertha H. Speckman 1891 — 

Lona Washburn 1891 — 1892. . 

(Mrs. R. W. Richmond) 

Mary E. Macintyre 1891 — 1892. . 

Grace D. Hopkins /1891 — 1907\ 

(Mrs. J. G. Hopkins) \1909 — 1910/. 

*Louis H. Galbreath 1892 — 1896. . 

E. A. Kirkpatrick 1892 — 1897. . 

Fanny G. French 1892 — 1898. . 

Mary E. O'Brien 1892 — 1900. . 

Lillian M. Tompkins 1892 — 1894. . 

(Mrs. Willard Parsons) 

Harriet M. Packard 1893 — 1898 

1899 — 1910.. 
Elizabeth Share 1894 — 1895. . 

S. Lillian Blaisdell 1894 — 1895. . 

Emily R. Harris 1895 — 1898. 

(Mrs. I. E. Bell) 

Nora Atwood J 1895 — 18991 . 

11908— 19,0/ 

Grace W. Leavitt 1895 - 1897 . . 

(Mrs. James C. Matchitt) 
Dimon H. Roberts 1896—1900. 



. Librarian and Latin 

, Ass't in English 

. Critic in Mod. School 

.Hist, and Civ. Gov Columbia, Mo. 

.Critic Mod. School Winona, Minn. 

. Inst. Conductor Jamestown, N. D. 

Dean Jamestown College 
. Director Kgn Winona, Minn. 

.Critic Mod. Scbool Kalispell, Mont. 

.Eng. and Hist. 

. Methods and Sup'.. State Normal School 

Mod. School DeKalb, 111. 

.Critic Mod. School Greencastle, Ind. 

. Mathematics 
. Natural Science 
.Hist, and Rhetoric 

.Critic Mod. School. . . .Teacher in high school, 
Minneapolis, Minn. 

. Natural Science Minneapolis, Minn. 

.Hist, and Civ. Govt Normal, 111. 

State Normal School 

.Draw, and Geog New Bedford, Mass. 

Supervisor of Draw. 

. Draw Winona, Minn. 

.Critic Mod. School Evansville, Wis. 

.Director of Kgn. 

. .Sec'y and Registrar Winona, Minn. 

. .Methods & Supt. Mod. Sch. 
.Psychol. & Phil, of Ed.. .Fitchburg, Mass. 

. .Ass't. Mathematics Alexandria, Minn. 

, .Critic Mod. School Jackson, Mich. 

. .Critic Mod. School Flushing, L. I. 

307 Lincoln St. 

.Ass't in Kgn Winona, Minn. 

.Critic Mod. School Brookline, Mass. 

4 Washburn Ave. 
. .Director of Kgn.. ..... .Minneapolis, Minn. 

1701 3rd Ave. S. 

. .Ass't. Eng. Lang Minneapolis, Minn. 

2401 Park Ave. 

. . Kgn. Director. . Rochester, N. Y. 

1417 S. E. 6th St. 
. .Critic Mod. School St. Paul, Minn. 



.Meth. and Supt. 
Mod. School. . . 



.Ypsilanti, Mich. 
State Normal College 



* Deceased. 



WINONA STATE NORMAL SCHOOL 



257 



Name 



Date of Service 



Office 



Present Address 



Edward M. Lehnerts 1896 - 

Clara A. Poe 1896 - 

(Mrs. Fred Sexton) 

Mary L. GUman 1896- 

Katherine J. Everts 1896 - 

Katherine Andrews 1897 - 

Miriam C. Winchester 1897 - 

(Mrs. Chas. Eberlein) 
George O. Virtue 1897 - 

Lois E. Voswinkel 1897 - 

Louise Montgomery 1898 - 

Joseph S. Gaylord 1898 - 

Jeannette Morey 1898 - 

(Mrs. J. R. McConnon) 
Mary Everts 1898 - 

(Mrs. Chas. Ewing) 

Caroline Choate 1898 - 

Frederick E. Searle 1898 - 

Theda Gildemeister J 1898 - 

\1908- 

Jessie Dillon 1898 - 

Ida D. Aikins 1898 - 

(Mrs. Rhys Fairbairn) 

"Wilfred H. Manwaring 1898 - 

Frances G. Williston 1898 - 

Katherine Gill 1898 - 

(Mrs. C. R. West) 

Isabella M. Austin /1899 - 

\1905- 

Edith Dixon 1899 - 

G. E. Maxwell 1900 - 

Mary Grant 1900 - 

Luella Tupper 1900 - 

Elnora Richardson 1900 - 

Lucy E. Browning 1900 - 

Lottie J. Abbott 1900 - 

Charlotte A. Kluge 1900 - 

(Mrs. Frank Popham) 

William H, Munson 1901 - 

Carrie F. Saunders 1901 - 

Mary A. Lowell 1901 - 

Helen C. Willard 1901 - 

Fannie Johnston 1901 - 

Estelle Dalbey 1901 - 

Harriet Goodrich 1902 - 

Ama C. Stevenson 1902 - 

(Mrs. L. C. Barrett) 

Helen F. Staples 1902 - 

J. Franklin Messenger 1903 - 

* Deceased. 



■ 1907 .... Geog Minneapolis, Minn. 

University of Minn. 
1901 Critic Mod. School Seattle, Wash. 

■ 1897 Critic Mod. School 

■ 1899. . . .Expression Boston, Mass. 

25 W. Cedar St. 

■ 1897 Ass't. Math Massena, N. Y. 

• 1898. . . .Critic Mod. School San Francisco, Cal. 

c. o. Cosmos Club 

- 1909. . . .Hist, and Civics Lincoln, Nebr. 

University of Nebr. 

• 1898 Ass't. Critic Tomah, Wis. 

■ 1899 Ass't. in Eng... 

.... Psy. & Hist, of Ed Winona, Minn. 

1906 Ass't. in Eng. 

Critic in Mod Winona, Minn. 

1898. . . .Expression Lake Forest, 111. 

• 1898. . . .Ass't. Kgn Winona, Minn. 

1899 .... Natural Science Detroit, Mich. 

Prin. Detroit Sch. Boys 

- 19071. . .Critic, Prin. El. Sch. 

- J . . .Sup. of Train Winona, Minn. 

- 1899 Critic Mod. School 

- 1900. . . .Librarian Montreal, Canada 

- 1901. . . .Natural Science 

-1899 Ass't. in Eng. (Married)! 

• 1901 .... Expression Brooklyn, N. Y. 

114 St. Marks Ave. 

■ 1903"! University of Wash., 
1906J. . .Critic in Mod. School Seattle, Wash. 

1900. . . .Ass't. Kgn Winona, Minn. 

1904. . . .Prin. Train. Dept Winona, Minn. 

. . . .Librarian Winona, Minn. 

■ 1901 Draw. & Man. Train Oak Park, 111. 

319 N. Grove Ave. 

■ 1903 Critic Mod. School Elgin, Minn. 

1904 Director Kgn Elgin, 111. 

■ 1902 Critic Mod. School 

1901 . . . .Ass't. in Psychol Charleston, 111. 

. . . .Zool. and Phys. Sci Winona, Minn. 

. . . .Critic Mod. School Winona. Minn. 

■ 1902 Eng. and Geog. 

• 1903. . . .Rhetoric and Reading.. . New York City, N. Y 

430 W. 116th St. 

■ 1903 Critic Mod. School Cheney, Wash. 

■ 1902. . . .Man. Train. 

■ 1906. . . .Man. Train Grand Rapids, Mich. 

■ 1906. . . .Critic Mod. School Spokane, Wash. 

1117 Maxwell Ave. 
. . . .Critic Mod. School Winona, Minn. 

- 1904. . . .Psychol, and Phil Burlington, Vt. 

University of Vermont 



25S 



HISTORICAL SKETCH 



Name 



Date of Service 



Office 



Present Address 



Alice M. Paine 1903 — 1905. 

Virginia Jarman 1904 — 1908. 

(Mrs. J. W. S. Gallagher) 
Rebecca Martin 1904 — 1908 . 

(Mrs. J. H. White) 
Werrett W. Charters 1904 — 1907 . 

Charlotte B. Chorpenning 1904 — 

(Mrs. J. C. Chorpenning) 

Mary R. McCutchen 1904 — 1905. 

Sara E. Buck 1905 — 1907 . 

(Mrs. Samuel I. Rand) 

Jean Weidensall 1905 — 1906 . 

Mary E. Rich 1905 — 1906. 

Ann L. Clarke 1905 — 1906. 

Christine H. Boysen 1905 — 1907 . 

Edith M. Penney 1905 — 1906. 

Elizabeth M. Thompson 1905 — 1906. 

Lou A. Sindlinger 1906 — 1907. 

Harriet I. Carter 1906 — 

J. H. Sandt 1906 — 

Elizabeth L. Smith 1906 — 1909 . 

Alice L. Pratt 1906 — 1907 . 

(Mrs. Carter Weaver) 
Maude Thompson 1907 — 1908. 

Edna Grace Merriam 1907 — 1908 . 

Myrta M. Wilsey 1907 — 1908. 

Frances M. Smith 1907 — 

William T. Stephens 1907 — 1908 . 

Lu Lester Everly 1907 — 1909 . 

Louise M. Alder 1907 — 1908. 

Lillian M. Gahagan 1908 — 1909 . 

Bertha V. Hansen 1908 — 1909 . 

Agnes G. Storie 1908 — 

John A. Thackston 1908 — 1909 . 

Jane M. Keeler 1908 — 

Frances W. Barrows 1908 — 

Etta Coulter 1908 — 1909 . 

J. L. Stockton 1909 — 

Josephine A. Andrews 1909 — 

Frances S. Morey 1909 — 

Raymond A. Kent 1909 — 

Clyde O. Ruggles 1909 — 

Florence Wright 1909 — 

Alice Wessa 1909 — 1910 . 

Louise M. Kuehn 1909 — 

C. G. Sheldon 1909 — 

* Deceased. 



. .Critic Mod. School. . . . New York City 

Ethical Culture School 
. .Read, and Expression. . .Winona, Minn. 

. . Director Kgn Helena, Mont. 

. .Meth. and Prin. Univ. of Mo., 

Train. Dept Columbia, Mo. 

. .Eng. Lang, and Lit Winona, Minn. 

. .Ass't. in Eng Winona, Minn. 

. .Critic Mod. School Holyoke, Col. 

. .Ass't. in Psychol. 
.Critic in Mod. School.. . .Oshkosh, Wis. 

.Ass't. in Kgn Winona, Minn. 

. .Ass't. in Eng University, N. D. 

University of N. D. 

. . Latin Minneapolis Schooj 

.Critic Mod. School 
.Ass't. in Kgn. 

.Critic Mod. School Winona, Minn. 

.Man. Train Winona, Minn. 

. Latin Council Grove, Kan. 

.Critic Mod. School Pittsburgh, Pa. 

6358 Aurelia St. 

.Critic Mod. School Minneapolis, Minn. 

2314 Portland Ave. 

.Critic Mod. School Minneapolis, Minn. 

City Schools. 
.Critic Mod. Schools 

.Critic Mod. School Winona, Minn. 

. Psy. and Hist, of Ed Milwaukee. Wis. 

State Normal School 

. Geog St. Paul, Minn. 

Prin. St. Paul Train. Sch. 

.Ass't. Kgn Sheridan, Wyo. 

Mountain Sch. 
.Text book Librarian.. . .Tacoma, Wash. 

.Critic Mod. School Green Bay, Wis. 

334 S. Chestnut 

.Critic Mod. School Winona, Minn. 

.Mathematics Gainesville, Fla. 

University of Florida 

.Reading Winona, Minn. 

.Dom. Science Winona, Minn. 

.Ass't. Math, and Hist.. . .Alexandria, Minn. 
. Prin. Train. Sch. 

Methods Winona, Minn. 

.Physical Director Winona, Minn. 

. Latin Winona, Minn. 

.Mathematics Winona, Minn. 

.Hist., Civics, Soc. Sci. . . .Winona, Minn. 

.Critic Mod. School Winona, Minn. 

. Geog New York City 

.Ass't. Sec'y Winona, Minn. 

.Swimming Winona, Minn. 



WINONA STATE NORMAL SCHOOL 259 

Name Date of Service Office Present Address 

SPECIAL ASSISTANTS, SUMMER QUARTER, CONTINUOUS SESSIONS, 1897=9 

Leonora A. Hamlin 1897 Expression and Literature 

Katherine P. Williamson 1897 Geography and Drawing 

Katherine H. Clark 1897 Dir. of Kindergarten 

Delia J. Long 1897 Critic in Model School 

E. L. Heath 1898 (winter quarter) Psych, and Phil, of Ed. 

Isabel M. Kimball 1898 Drawing 

Ann L. Clarke 1898 Dir. of Kindergarten 

Jean L. Gowdy 1898 Critic in Model School 

Gertrude O. Terrell 1898 Critic in Model School 

John A. Anderson 1898 Natural History 

D. E. Cloyd 1898 Mathematics 

El Fleda Coleman 1898 Music 

John J. Jordan 1899 (winter and spring quarters) Asst. in Psychology 

Olive Taylor 1899 (winter and spring quarters) Asst. in Kindergarten 

Almina George 1898 Critic in Model School 

SPECIAL ASSISTANTS SUMMER QUARTER, 1907 

Charles W. Treat 1907 Physics, Phys. Geog. 

Ella Beyerstedt 1907 Drawing 

Albert Gullette 1907 Geography 

Sara Brammer 1907 History, Geography 

Marcella McGuane 1907 Arithmetic 

SPECIAL ASSISTANTS, SUMMER QUARTER, 1908 

Sara Brammer 1908 English and Arithmetic 

Lillian Gahagan 1908 Grammar and Arithmetic 

Ella Beyerstedt 1908 Drawing 

W. P. Dyer 1908 History and Civics 

Ethel C. Bratton 1908 Critic Model School 

Adel Thompson 1908 Cooking, Sewing 

SPECIAL ASSISTANTS, SUMMER QUARTER, 1909 

Kate L. Sprague 1909 Mathematics 

Jessie Brammer 1909 Critic Teacher 

Ethel C. Bratton 1909 Critic Teacher 

Jessie Burrall 1909 Critic Teacher 

Louis Pelser 1909 Civics, History 

Lynne Gagnon 1909 Cooking, Sewing 

* Deceased. 



APPENDIX 



WINONA STATE NORMAL SCHOOL 263 

ADDRESS OF LIEUTENANT GOVERNOR HOLCOMBE 



"EDUCATION WITH REFERENCE TO THE ESTABLISHMENT OF THE 
FIRST NORMAL SCHOOL IN MINNESOTA" 

(Delivered at the Winona Baptist Church, November 9, 1859.) 

Mr. President, Ladies and Gentlemen: 

The prudential committee of this Normal School district, having very- 
kindly requested an address on the subject of education, with reference to 
the establishment of a State Normal School at this place, it affords me great 
pleasure to comply with that request. 

This important enterprise which we are about to inaugurate, namely, 
a State Normal School, is a subject which had been overlooked in the history 
of our nation until about twenty or thirty years since ; and as it is perfectly 
proper for us as citizens of a new state to avail ourselves of the researches, 
reports, and experience of our sister states, I have therefore had recourse 
to their essays, addresses and suggestions of the early friends of education in 
our own country and also the more ancient experience of some of the coun- 
tries of Europe. 

I find from the best evidence I can gather from the scope of a limited 
and very brief correspondence on the subject that the States of New Yorki 
Connecticut and Massachusetts, lingered a number of years from the con- 
ception of the original idea of a Normal School before the same was actually 
put into operation. 

Dewitt Clinton, as early as 1826, as governor of the state of New York' 
recommended the establishment of a "Seminary for the education of Teach- 
ers." That state had passed a law in 1812, fourteen years before, for the 
organization of public schools, and thus laid the foundation of a great and 
comprehensive system of means by which millions of her future citizens 
were to be trained morally and intellectually. But in all this fourteen years 
the great obstacle to success was the impossibility of obtaining competent 
teachers; hence the recommendation of Dewitt Clinton — "A Seminary for 
the Education of Teachers." I find also in 1828 in a pamphlet entitled 
Suggestions on Education, from the pen of Mr. William Russell, then a 
teacher in Connecticut, the following: "The common schools for children 
are in not a few instances conducted by individuals who do not possess one 
of the qualifications of instructor, and in very many casesthere is barely knowl- 
edge enough to keep the teacher at a decent distance from the scholars." An 
excellent suggestion was lately made on a branch of this subject by a writer 
in a periodical publication. His proposal was, that a seminary should be 
founded for the teachers of district schools; that a course of study should be 
prescribed to persons who are desirous of obtaining the situation of teachers 
in such schools, and that no individual should be accepted as an instructor 
who had not received a license or degree from the proposed institution. 



264 HISTORICAL SKETCH 

The effects of such an improvement in education seems almost incal- 
culable. The information, the intelligence, and the refinement which might 
be thus diffused among the body of the people would increase the prosperity, 
elevate the character, and promote the happiness of the nation to a degree 
perhaps unequalled in the world. 

So the Rev. J. H. Gallandett, who in his day did so much to ameliorate 
the condition of that unfortunate class, the deaf and dumb of our race. He 
suggests, in 1825, an institution "call it by what name you please," for the 
training of young men for the profession of instructors of youth, in the com- 
mon branches of English education, who should devote their lives to the 
object of the 'Theory and Practice of the education of youth,' and who shall 
prepare, print, and deliver a course of lectures on the subject." 

I may also refer to the report of a committee on literature in the legis- 
lature of New York, in 1827, the Hon. John C. Spencer, chairman, to which 
committee that portion of Governor Clinton's message had been referred. 
"The committee concur entirely with the Governor in relation to the im- 
portance of the vocation of a teacher," etc., "and from the observation of 
the committee and from the best information they can obtain they are per- 
suaded that the great evils now existing in the system, are the want of com- 
petent teachers." This legislature of 1827 passed a bill appropriating funds 
to common schools and to promote the education of teachers and to be an- 
nually distributed among the incorporated academies and seminaries of the 
state. Following the history of legislation in New York, I find in 1831 the 
superintendent of common schools recommends the conversion of the sev- 
eral academies, for the education of teachers equal in number at that period 
to the number of counties in the state. Professor Phelps says, "it may rea- 
sonably be inferred from this suggestion that the plan adopted five years 
previously by the legislature in the endowment of teachers' departments in 
the academies had failed to realize the results anticipated from them." 

Nevertheless, the superintendent in 1833, and again in 1835, still rec- 
ommended the teachers' departments in the academies, but in 1838 Gov. 
Marcy expresses the opinion in reference to the academies designated by the 
Regents of the University for the education of teachers, that however ably 
conducted, they must of necessity be inadequate to the supply of the requi- 
site number of instructors for the common schools, and suggests the es- 
tablishment of county Normal Schools in 1839. Gov. Seward in his message 
to the Legislature expressed his conviction of the paramount necessity of 
elevating the standard of public instruction and recommending legislative 
co-operation in furtherance of the effort to engraft the system of Normal 
Schools upon our institutions for education, thru the agency of the academies. 
In 1841 the Hon. John C. Spencer still urges, being the superintendent of 
common schools, the continuance of the departments for the instruction of 
teachers connected with the academies. "Normal Schools," he observes, 
"which are so strongly urged by some, must, after all, be essentially like these 
departments and the academies in which they are established." In 1842 the 
Hon. Samuel Young was appointed superintendent of common schools and 
in his first annual report for 1844 he recommended a reduction of the academ- 



WINONA STATE NORMAL SCHOOL 265 

ical department for the education of teachers to form and establish and 
maintain a Normal School at the seat of government. This recommendation 
was not adopted by the legislature of 1843, but in 1844 a law was passed by 
which the sum of $9,600 was appropriated for the first year and $10,000 
annually for five years for the establishment and support of a Normal School 
to be located at Albany, the capital of the state, as an experiment. This, 
it will be observed, was in 1844, a period of eighteen years after the first 
suggestion of Gov. Clinton to organize schools to educate teachers, which 
had been attempted thru departments in the academies. The Hon. Sam- 
uel Young, superintendent of common schools, in 1844, in his report says in 
reference to the Normal School: "A more just appreciation on the part of 
the public not only of the importance of adequate intellectual and moral 
culture in our common schools, but of the responsibilities of teachers is be- 
ginning to prevail. This conception of that preliminary training which is 
to give us the complete and efficient control of the energies, physical and 
moral, of our common humanity, has at length, it is to be hoped, assumed 
its place as the foundation of the science of elementary instruction, insti- 
tutions for the preparation of teachers upon the most approved models are 
already diffusing far and wide, a more enlightened and practical system of 
mental culture, by furnishing to the schools, instructors of a high grade of 
qualification, intellectual and moral." 

I have now given a narrative of the legislation of the state of New York 
from 1826 down to 1844 on the subject of educating teachers, in all of which 
time a series of expensive and unsatisfactory experiments had been put in 
operation until the inauguration of a state normal school in 1844. 

If the history of these experiments is somewhat lengthy, yet I trust 
they are sufficiently interesting and instructive to warrant its embodiment 
in this address at this time to confirm us in the grand idea of normal schools 
in this young state as being the best result of the experience of our sister 
states, but I may still add more briefly in relation to the experience of the 
other states, I find in the first report concerning the state normal school of 
New Jersey to the legislature in 1856 much valuable information and many 
excellent suggestions from the pen of the Principal, Professor Phelps, of that 
school. It is there stated that the first normal school for the training of 
teachers in this country was opened at Lexington, Massachusetts on the 
3rd day of July, 1839, a second was opened at Barre on the 4th of September 
of the same year. The state of Connecticut opened their first normal school 
1850. The State Normal School of Michigan was established by an act of 
the legislature, March 28, 1853. The school was established for "all time" 
and not as an experiment. 

The states of Rhode Island, Wisconsin, and Iowa have each recognized 
the necessity of providing for the special training of teachers by endowing 
a normal department in their State Universities, and whether success will 
attend the experiment remains to be seen ; the plan has not succeeded so well 
in the old world. 

From what has been recited we find a series of annual efforts in the 
states mentioned, requiring near twenty years' legislation in perfecting their 



266 HISTORICAL SKETCH 

system of educating teachers as a profession. The success attending the 
school in New Jersey has been unprecedented, and its vigor continues to 
animate and cheer the friends of education wherever it is known, and it may 
now be safely conceded, after a success of ten years without a failure, that 
the normal school system is the substratum on which our whole fabric of 
common schools must be built. But before proceeding to detail the condi- 
tion and prospects of the institution in this state, it may not be improper 
to sketch briefly the history of this important class of educational facilities, 
and to indicate a few of the fundamental ideas upon which their organiza- 
tion is based, which may be found in the New Jersey reports. "The original 
signification of the word Normal as applied to schools, was that of pattern 
or model. A Normal school was therefore a pattern or model school. 
It was an elementary institution in which the best methods of in- 
struction and discipline were practiced, and to which the candidate for 
the office of teacher resorted for the purpose of learning by observation the 
most approved modes of conducting the education of youth ; of this class 
were the schools of Neander, established at Ilefield, Germany, as far back 
as the year 1570, as also those of Abbe de Lasalle at Rheims, France, in 1681. 
These establishments, with numerous others of a similar character, succes- 
sively established prior to the beginning of the 18th century, were not simply 
schools for the education of children, but were so conducted as to test and 
exemplify principles and methods of instructions which were perpetuated 
and disseminated by means of books in which they were embodied, or of 
pupils and disciples who translated them to other places. 

These schools served as a forerunner to prepare the way for the more 
efficient and perfect institutions of the same designation at a later day. 

According to the present acceptation of the term Normal School, as 
used in many of the European countries, it denotes an establishment com- 
posed of young men and women who have passed through an elementary 
or even a superior school and who are preparing to be teachers by making 
additional attainments and acquiring a knowledge of the human mind and 
the principles of education as a science, and its methods as an art. The 
normal school of the present day includes also the model or pattern school 
of earlier times. It thus combines theory with practice, these being model 
schools, experimental schools, or schools for practice, as they are variously 
called, established in connection with them, to afford an opportunity 
for testing practically the modes of instruction which they inculcate. 
The first regularly organized teachers' seminary or normal school as at pres- 
ent understood, was established at Halle, in a part of Hanover, about 150 
years ago. A similar institution was opened at Rheims in France in 1794, 
by ordinance of the National Assembly, to furnish professors for colleges and 
high seminaries. But the first normal school for the training of elementary 
teachers in France was organized at Strasburg in 1810. Now each depart- 
ment of the empire is obliged either alone or in connection with other de- 
partments to support one normal school for the education of its school mas- 
ters; in 1849 there were 93 of these schools in France and 10,545 of their 
graduates actually employed in the primary schools of the empire. Says 



WINONA STATE NORMAL SCHOOL 267 

M. Gtiizot in a report to the King in 1833, on the state of primary education 
in the departments constituting the Academy of Strasburg: "In all respects 
the superiority of the popular schools is striking, and the conviction of the 
people is as general, that this superiority is mainly due to the existence of 
the Normal School." In a powerful speech before the Chamber of Deputies 
in 183*2, on the occasion of the introduction by him of a bill providing a great 
and comprehensive system of elementary education for France, this great 
statesman and profound philosopher remarks: 

"All of you are aware that primary instruction depends altogether on 
the corresponding normal schools. The prosperity of these establishments, 
is the measure of its progress. The imperial government, which first pro- 
nounced with effect the word Normal Schools, left as a legacy of one ; the res- 
toration added five or six. Those, of which some were in their infancy, we 
have greatly improved within the last two years, and have at the same time 
established thirty new ones, twenty of which are in full operation, forming 
in each department a vast focus of light, scattering its rays in all directions 
among the people." The bill introduced by M. Guizot provided for two 
degrees of primary instruction, viz: Elementary and Superior, in speaking 
of which he remarks: "The first degree should be common to the country 
and the towns; it should be met with in the humblest borough, as well as 
in the largest city, wherever a human being is to be found within our land 
of France. By the teaching of reading, writing and accounts, it provides 
for the most essential wants of life ; by that of the legal system of weights and 
measures, and of the French language it implants, enlarges and spreads 
everywhere the spirit and unity of the French Nationality, finally by moral 
and religious instruction provides for another class of wants, quite as real 
as the others, and which providence has placed in the hearts of the poorest 
as well as in the richest of this world, for upholding the dignity of human 
life, and the protection of social orders. The first degree of instruction is 
enough to make a man of him who will receive it, and is at the same time 
sufficiently limited to be everywhere realized. It is the strict debt of the 
country toward all its children." In relation to the professional training of 
teachers, M. Guizot thus eloquently discourses: "All the provisions here- 
tofore described would be of no effect if we took no pains to procure for the 
public school thus constituted an able master and worthy of the high vocation 
of instructing the people. It cannot be too often repeated that it is the 
master that makes the school. And, indeed, what a well assorted union of 
qualities is required to constitute a good school master! A good school 
master ought to be a man who knows much more than he is called upon to 
teach, that he may teach with intelligence and with taste, who is to live in 
an humble sphere, and yet to have a noble and cultivated mind, that he may 
preserve that dignity of sentiment and deportment without which he will 
never obtain the respect and confidence of families who possess a rare mix- 
ture of gentleness and firmness, for, inferior though he be in station to many 
individuals in the community, he ought to be the obsequious servant of no 
one, a man not ignorant of his rights but thinking much more of his duties ; 
showing to all a good example, and serving to all as a counsellor, not given 



268 HISTORICAL SKETCH 

to change his condition, but satisfied with his situation, because it gives him 
the power of good, and who has made up his mind to live and die in the 
service of primary instruction, which to him is the service of God and his 
fellow creatures. To rear teachers up approaching to such a model is a 
difficult task and yet we must succeed in it, or else we have done nothing 
for elementary instruction. 

"A bad school master, like a bad parish priest, is a scourge to a com- 
munity, and although we are often obliged to be contented with different 
ones, we must do our best to improve the average quality. We have, therefore 
availed ourselves of a bright thought struck out in the heart of revolution 
by a decree of the National Convention in 1794 and afterwards by Napoleon 
in his decree of 1808, for the organization of the University to the establish- 
ment of his central Normal School at Paris. We carry its application still 
lower than he did in the social scale, when we propose that no school master 
shall be appointed who has not himself been a pupil of the school which in- 
structs in the art of teaching and who is not certified after a strict examina" 
tion to have profited by the opportunities he has enjoyed." Normal Schools 
were first organized in England about the year 1801. Lord Brougham, ever 
an advocate of Popular education, in a speech in the House of Lords on the 
education of the people in 1835 thus remarks: "Place Normal Schools — 
Seminaries for training teachers in a few such places as London, York, Liver- 
pool, Durham, and Exeter, and you will yearly qualify 500 persons fitted 
for diffusing a perfect system of instruction all over the country — these 
training seminaries, will not only teach the masters the branches of learning 
and science, in which they are now deficient, but will teach them what they 
know far less, the didactic art — the mode of imparting the knowledge they 
have, or may acquire, the best methods of training and dealing with children, 
in all that regards temper, capacity, and habits, and the means of stirring 
them to exertion and controlling their aberrations." This able champion 
of popular education has lived long enough to see 36 Normal Schools of train- 
ing colleges in England and Wales, four in Scotland, and one in Ireland in 
successful operation. 

Prussia, in 1846, had in active and successful operation 46 Normal 
Schools, including five for female teachers. In the 41 schools for males 
there were at the above date over 2500 pupil teachers. Says Mr. Kay, an 
intelligent English writer on education: "The Prussians would ridicule the 
idea of confiding the education of their children to uneducated masters and 
mistresses, as in too many of our schools in this country. They cannot con- 
ceive the case of a parent who would be willing to commit his child to the 
care of a person who had not been educated most carefully and religiously, 
in that most difficult of all arts, the art of teaching. They think that a 
teacher must either improve and elevate the minds of his pupils or else in- 
jure and debase them. They believe there is no such thing as coming into 
daily contact with a child without doing him either good or harm. The 
Prussians know that the minds of the young are never stationary, but always 
in progress, and that this progress is always a moral or an immoral one, 
either forward or backward, and hence the extraordinary expenditure the 



WINONA STATE NORMAL SCHOOL 269 

country is bearing and the extraordinary pains it is taking to support and 
improve its training schools for teachers." In reference to Switzerland, the 
same writer says: "This small country, beautified but impoverished by its 
Alpine ranges, containing a population less than that of Middlesex, and with 
less than one-half of its capital, supports and carries on an educational sys- 
tem greater than that which our government maintains for the whole of 
England and Wales. Knowing that it is utterly hopeless to attempt to 
raise the character of the education of a country without first raising the 
character and position of its school masters, Switzerland has established and 
at the present moment supports thirteen Normal Schools for the instruction 
of her school masters and school mistresses, while England and Wales rest 
satisfied with six." This statement, however, was made anterior to the 
year 1846 and before the English government had awakened to the import- 
ance of providing for a better education for the people. As before noted, 
Normal Schools have been multiplied there greatly within the past few years. 

There is scarcely a government, either great or small, among the dy- 
nasties of Europe that does not recognize this class of institutions as an in- 
dispensable part of its educational machinery. They are there no ex- 
periments, as we have seen. Their ages are counted by centuries. 

From the unpretending model or pattern school of Neander in 1570 
and of the Abbe de Lasalle in 1681, they have grown to the full stature of 
the nobly endowed and liberally supported Normal Colleges of the Prussian 
government, whose system of popular education stands unrivalled on the 
face of the earth. Her teachers are said to be men respected for their talents' 
their attainments, and their characters, by the whole community, and men 
in whose welfare, good character and high respectability, not only the gov- 
ernment, but the people themselves feel the deepest interest. In birth, early 
recollections and associations, they are often peasants; but in education, in 
character and social position, they are gentlemen in every sense of the term, 
and acknowledged officers of the country government. In Prussia there are 
28,000 such teachers, the legitimate fruits of the Normal Colleges. The 
Prussians have a wise maxim that whatever you would have appear in a 
nation's life, you must put into its schools. This maxim, practically ap- 
plied, renders the highest degree of mental culture in the subject perfectly 
reconcilable with the most vigorous despotism in the government. In pur- 
suance of its teachings, obedience to the sovereign, and the laws, however 
despotic, and the doctrine of the divine right of kings are thoroughly in- 
stilled into the mind of every child in the kingdom; for, be it understood 
that in Prussia every child is required by law to attend school until fourteen 
years be attained, except in special cases which are otherwise provided for. 
It is thus that the best conceived and most efficiently executed system of 
public education in the world is made the strong arm of a monarchial gov- 
ernment. Numerous other examples of the establishment and support of 
these training schools might be adduced, but this is not necessary. The more 
important cases have been enumerated to an extent sufficient to demonstrate 
the strong hold which they have secured upon the government and the peo- 
ple of the world. That the elementary schools of these countries have at- 



270 HISTORICAL SKETCH 

tained to an extraordinary degree of efficiency and perfection is undeniable. 
That this efficiency and perfection are mainly due to the operation of the 
Normal Schools and Colleges is equally true. If it be objected, however, 
to the systems of these states, that they tend to produce a blind acquies- 
cence to arbitrary power to enslave and not enfranchise the human mind, 
it is replied that the lives imparted to them are no necessary part of, and 
may be easily separated from them. Says Horace Mann: "If the Prusian 
school master has better methods of teaching reading, writing, grammar, ge- 
ography, arithmetic, etc., so that in half the time he produces greater and 
better results, surely we may copy his modes of teaching these elements, 
without adopting his notions of passive obedience to government, or of 
blind adherence to the articles of a church. By the ordinance of nature, 
the human faculties are substantially the same all over the world, and, 
hence, the best means for their development and growth should be in prac- 
tice everywhere." Again, he says: "If Prussia can pervert the benign in- 
fluences of education to the support and perpetuation of republican institu- 
tions, a national spirit of liberty can be cultivated more easily than a na- 
tional spirit of bondage, and if it be made one of the prerogatives of ed- 
ucation to perform the unnatural and unholy work of making slaves, then 
surely it must be one of the noblest instrumentalities for rearing a nation 
of Freemen. If a moral power over the affections and understandings of 
the people, may be turned to evil, may it not also be employed for the high- 
est good ? A generous and impartial mind does not ask whence a thing comes, 
but what it is. Those who, at the present day, would reject an improvement 
because of the place of its origin, belong to the same school of bigotry with 
those who enquired if any good could come out of Nazareth; and what in- 
finite blessings would the world have lost, had that party been punished by 
success." Could these details be continued, they would undoubtedly prove 
useful for dissemination among the people; they would serve to exhioit the 
extraordinary efforts which are put forth for the elevation of the public 
schools of those countries, whose experience is far greater than our own 
and whose well directed efforts to promote this paramount interest of hu- 
manity have been crowned by a noble success. They would the more deeply 
impress us with the truth of the maxim of M. Guizot: "It cannot be too 
often repeated that it is the master that makes the school" — while we might 
also be more strongly convinced in the belief that it is the careful, special 
training that makes the master, but the limits of this communication will 
not permit a more extended discussion of this branch of our subject. 

The Normal Schools of the United States comprehend, 1st, the model 
or pattern school of earlier times; 2nd, the professional characteristics of the 
European establishments of the present day, as far as circumstances will 
allow ; and 3rd, the academical features of the ordinary school. This is to 
say, the Normal Schools of this country are compelled by reason of the de- 
ficient character of too many of the elementary and other schools to assume 
the work of the latter. They are compelled to exhaust much of their strength 
in impart'ng knrwl°dg>; even of the lower elementary studies. 



WINONA STATE NORMAL SCHOOL 271 

In the Prussian Normal Schools a high standard of literary attainment 
is required of a candidate as a condition of admission to them; nor is this all. 
These are preparatory schools in which not only are the requisite amount and 
quality of scholarship imparted to the candidate, but in which, also, his pe- 
culiar fitness and adaptation to the calling of a teacher are thoroughly tested 
before he can become a candidate for the Normal Seminary. This enables 
the latter to give a much stronger professional cast to their systems of train- 
ing, and to dwell more extensively upon the science of education and the 
art of teaching, which constitute their true field of labor. 

The disadvantages under which the American Normal Schools now 
labor will, however, gradually disappear. They will themselves correct the 
evil by elevating the standard of instruction in the lower schools. They are 
rapidly multiplying, and are introducing improved modes of teaching in the 
public schools through the graduates who become the teachers in them, and 
thus the public schools will reciprocate by sending to the Normal Schools 
candidates of higher attainments and more elevated aims. 

It was stated in the early part of this address that the first Normal 
School for the training of teachers in this country was opened at Lexington, 
in Massachusetts, on the 3rd of July, 1839, a second at Barre, September 4th, 
of the same year. Massachusetts, ever alive to the permanent interests of 
education, in 1856 supported four of these institutions, in which there were 
at that time 350 pupils qualifying for the responsible office of teachers in her 
common schools. The state appropriates the sum of $17,000 annually for 
their support, $4,000 of which are devoted to the assistance of such pupils 
as are unable to bear the expenses of their own education. In addition to 
the above amount, these schools receive the income of a fund of $10,000 
placed at the disposal of the Board of Education for that object by a citizen 
of Boston and also $500 per year, being the income of another fund from a 
private source. 

The state of New York appropriated in 1855 $12,000 annually. The 
total cost of buildings and fixtures to 1855 was over $30,000. The total num- 
ber of pupils instructed for a longer or shorter period to September, 1854, 
was 2,262. The total number of graduates at the same period was 780, of 
which 391 were females and 389 males. So successful has this institution 
been, that, according to the report of the executive committee for 1854, "it 
is almost universally regarded as a neeerr-ity, and is an established part of 
the school system of the state." The demand for its graduates as teachers 
in the common schools of the state, has been so great for years that it could 
not be supplied, and a movement is already on foot for the establishment of 
a similar institution in the western part of the state. The state of Con- 
necticut has a Normal School in a very flourishing condition at New Britain, 
opened in May, 1850. The cost of buildings was about $25,000. The num- 
ber of pupils in 1855 was 181. From the annual report of that year of the 
trustees it appears that "the applications for Normal pupils as teachers in 
the public schools of the state has continued to multiply, far beyond the 
ability of supply, a fact which demonstrates both the utility of the institu- 
tion and its advancement in the just appreciation of a discerning people. In 



272 HISTORICAL SKETCH 

the report of the Hon. J. D. Philwick, State Superintendent for 1858, he re- 
marks "that wherever public opinion has become enlightened on the subject 
of education, it is admitted that teaching is an art to be learned by an ap- 
prenticeship like any other art, and that special training for the business of 
teaching is as indispensable as for any other pursuit or profession, and the 
time, it is believed, is not very distant, when intelligent parents would think 
it no less absurd to place their children in charge of a teacher who had not 
been trained to the principles and methods of instruction than to employ a 
surgeon who has never made himself acquainted with the science of human 
anatomy." The cost of buildings, etc., of the State Normal School of Mich- 
igan was $27,000. It is supported partly from the income of a fund derived 
from the sale of certain salt spring lands, and partly by direct appropriation 
from the State Treasury. The fund in 1855 was about $60,000; it will 
eventually reach, as is estimated, $150,000. The whole number of pupils 
up to 1855 was about 600 ; and the whole number then in the school about 200. 

The Provincial Normal School at Toronto, Canada West, is one of the 
most liberally endowed and successful on this continent. It was established 
by an act of Parliament in 1846, and was opened in the old government house 
in 1847. In 1852 buildings were erected for the school and for the officers 
of the department of public instruction at a cost, including grounds, fur- 
niture and apparatus, of $100,000. The annual cost of supporting the in- 
stitution is not far from $10,000 over $2,000 of which is received as fees from 
the 400 children who attend the model school. Besides this, the Legislature 
grants the sum of $4,000 to facilitate the attendance of teachers at the in- 
stitution by assisting to defray the expense of board, tuition and the use of 
books being free. The following letter was received by Dr. J. D. Ford, of 
Winona, one of the Normal Board of Directors of this state: "Dear Sir: — 
In compliance with your request, I will state to you my opinion of the in- 
fluence which the public schools of the city of Racine have upon the popu- 
lation and wealth of the city. My connection with them as superintendent 
for two years has given me an opportunity of knowing something on the sub- 
ject more than I should under other circumstances. Quite a large number 
of our citizens have come to the city and purchased them homes because 
they could there educate their children, having them at home with them, 
while many more owning property in the country around, have rented it, 
and taken houses in the city for the same purpose. I do not feel competent to 
say what proportion of our inhabitants are of this class, but in a population 
of 10,000 I think a low estimate would be one-third. That they compose 
the better class of the community, I need not say, for persons feeling as high 
an appreciation of educational advantages are certainly the most desirable 
class of inhabitants. We have harbor and railroad facilities equal to most 
of the cities of the north-west. But I think it is the deliberate judgment 
of our most intelligent men that our common school privileges have added 
more to the population and wealth of the city than all other advantages 
besides. 

"I am happy to learn that you are making vigorous exertions in your 
growing city to build up a system of common schools that shall be an honor 



WINONA STATE NORMAL SCHOOL 273 

to your city, and, I doubt not, an essential element in its future prosperity. 
That you may be as successful as your efforts deserve in this direction, as 
well as in establishing a Normal School for the state, is the earnest wish of 

Yours sincerely, 

O. O. HEARNS, 
Supt. of the Schools of Racine city, Wis." 

Professor Phelps of New Jersey says: "In the development of a plan 
for the organization of a Normal School it is necessary to consider the pre- 
cise objects which it is designated and expected to accomplish. In defining 
these objects, it will not suffice simply to say, that they are the better qual- 
ification of teachers for the schools of the people. This description is in- 
definite. It does not establish with sufficient accuracy and distinctness a 
standard by which those qualifications may be tested. Unless these objects 
be clearly defined, and unless the plan of organization proposed be in strict 
conformity to them, the Normal School will soon deteriorate into a mere 
academical establishment, losing in a great degree its special character as a 
training school for teachers. It is not enough for a teacher to be familiar 
with the branches in which he is required to instruct ; in the words of Guizot, 
"he must know much more than he is called to teach, that he may do so with 
intelligence and taste." — He should be well versed in all the departments of 
knowledge which are collateral to those which he teaches and which serve 
to illustrate and enforce them. He must be master of the didactic art — 
that he may with ease, fluency, and power, communicate his ideas to others. 
He must be able to simplify his language, and adapthimself to the capacities 
and peculiarities of the humblest minds. He must cultivate versatility 
tact, and ingenuity that he may be able to suit himself to the ever varying 
circumstances and events of his professional life. He must have clear and 
well-defined views of education; he must understand its nature and objects, 
and be familiar with those varied processes and appliances by which the 
great work alone is to be accomplished. There is no term which seems to be 
more imperfectly understood than that of education. It is made to mean 
almost anything to suit the crude and varying views of every class and cast 
in society. With one it is a drawing out, and with the other a pouring in, 
while with a third it is a little of both. One teacher conceives his true of- 
fice to be that of a living, moving, breathing catechism, from which must 
issue an overwhelming torrent of questions, generally so framed and directed 
as to spare his pupils the ungrateful task of exercising his own facilities, or of 
exposing his ignorance by an attempt at an intelligent answer. Another 
regards his pupil a passive recipient of unlimited capacity, into which it is 
his special business to discharge the overflowing fullness of his own mental 
reservoir — ad libitum et ad infinitum. He seems to conceive it to be the 
great end and aim of education to burden the memory with endless verbiage, 
with dry facts and mechanical rules, the meaning, rationale and application 
of which, are alike unknown and unregarded. 

"Profoundly ignorant of the human mind, and of those multiplied and 
intelligent processes by which its faculties are to be reached and stimulated 
to exertion, he knows no higher duty than the monotonous and mechanical 



274 HISTORICAL SKETCH 

tramp of the daily routine. The reason for this is obvious: He never has 
made the nature, the objects, and aims of education his study, and hence the 
weak efforts put forth for their realization, are misdirected and productive 
only of evil. — Like effects must follow like causes. 

As to the moral faculties, they too, are to be trained and cultivated 
by use — intelligent, persevering use. It is by intelligent and persevering 
use, that the conscience becomes the inward monitor and the righteous judge. 
It is by that use which generates habits, that we learn to refer to it for the 
decision of questions of right or wrong; it is by exercising the sense of jus- 
tice that we become accustomed to exemplify the golden rule; it is by the 
practice of truth that we learn to value it, and live to it ; it is by exercising a 
love toward the Creator that the young learn to remember Him in the days 
of their youth. Assuming, then, that education aims to improve and per- 
fect the whole man, that it is the harmonious development of his faculties 
as a physical, intellectual, and moral being, and that the general law ap- 
plicable to the case, is that which requires the systematic, vigorous, and ju- 
dicious use of these faculties, it follows that a true teacher or educator must 
understand these comprehensive truths, and cultivate the skill and ability 
to apply them ; it follows also, that he is the best qualified teacher who im- 
parts to his pupil the strongest will, and the best way to use his own powers, 
and who, instead of constantly communicating knowledge to the young, 
indicate to them how they may best acquire it for themselves. And it is 
further evident, that a Normal School for the training of teachers should be 
so organized and conducted as to impress these great principles upon its 
pupils, and, as far as possible, impart to them the practical skill and ability 
as above stated. Nothing can give such validity and effect to the labors of 
a teacher, as the consciousness that he is acting in accordance with well es- 
tablished laws, and that all his efforts, like so many well-directed and in- 
telligent causes, are with certainty tending, under the blessing of Providence, 
to the production of great and beneficent results. 

With a thorough and practical knowledge of the principles of this art, 
all doubt and hesitation and uncertainty as to the propriety of his methods 
disappear, and he sows his seed in confidence of a bountiful and glorious 
harvest, and it is thus that his toils, his anxieties and perplexities are over- 
borne by the proud consciousness of a life devoted to the highest good of 
a common humanity. 

An eloquent writer and able teacher (Prof. F. D. Huntington, of Har- 
vard University) has said that "No system of education is complete till it 
concerns itself for the entire body, and all the parts of human life; a char- 
acter high, erect, broad-shouldered, symmetrical, swift, not the mind, but 
the man. You want to rear men fit and ready for all spots and crises, 
prompt and busy in affairs, gentle among little children, self-reliant in 
danger, genial in company, sharp in a jury box, tenacious at a town meet- 
ing, unseductible in a crowd, tender at a sick bed, not likely to jump into the 
first boat at a shipwreck, affectionate and respectable at home, obliging in 
a traveling party, shrewd and just in the market, reverent and punctual at 
the church, not going about, as Robert Hall said, with an air of perpetual 



WINONA STATE NORMAL SCHOOL 275 

apology for the unpardonable presumption of being in the world; nor yet 
forever supplicating the world's special consideration, brave in action, pa- 
tient in suffering, believing and cheerful everywhere, fervent in spirits, 
serving the Lord. This is the manhood that our age and country is asking 
of educators — well-built and vital, manifold, harmonious, full of wisdom, 
full of energy, full of faith." 

Is it too much to ask that the elementary school of Minnesota should 
lay the foundation broad and deep of such a manhood as this? Is it too 
much to expect that the teachers to whom is committed a mission so sublime, 
should be equal to a task so noble and so exalted ? 

Having thus briefly and very imperfectly indicated what are believed 
to be the true nature, objects, and aims of the education demanded by the 
exigencies of our age and people, and having defined, also, to a limited ex- 
tent, the qualities requisite to a proper discharge of the duties of the ele- 
mentary teacher, it remains "now to consider the step about to be taken 
here, to put in successful operation an establishment, the objects of which 
have been indicated, and from whose source must flow a continual stream 
of blessings to all classes, and to the remotest boundaries of the state. Mr. 
President, and citizens of Winona, I may congratulate you that the first 
Normal School of Minnesota is to be located here. It brings additional ed- 
ucational facilities to your very doors, for in addition to the Normal School, 
a model school for practice will necessarily be constructed with it, and as I 
reflect upon the point of location, I am the more gratified with it. The 
town site itself is attractive and central on the river to the southern portion 
of the state, and these romantic bluffs, and especially the "SUGAR LOAF" 
just in the rear of the city, so long and justly the admiration of the throng 
of travelers passing up and down our noble Mississippi, and still longer, the 
mute witnesses of savage life. Shall it not be hereafter the everlasting 
monument to the fame of your city, as the location of the first Normal School 
of Minnesota ? Much, however, will depend upon your own citizens in erect- 
ing the necessary buildings. They should be of a permanent character, and 
ornamental to your city, and it may require some to perfect the enterprise. 
A competent principal should first be secured. This will probably be the 
most difficult thing to accomplish — and no pains or expense should be 
spared in obtaining the right kind of a man, for I hold to the fundamental 
idea, that as the masters make the common schools of our country, so the 
principal of the Normal School will make that school what it will be; and 
like the master teacher, he, too, should know more, much more, than he is 
called upon to teach. The same axiom holds good in both cases, and in 
relation to the Normal School, the application has particular force. A com- 
petent principal secured and put on the ground, we are at once ready to work. 
It devolves upon him to plan the whole structure, the extent and location 
of the grounds, all the fixtures and apparatus; in short, he will be the 
factotum of the concern, so far as plans and directions are necessary, and 
at the same time he can have a class of pupils which may be taught in 



276 HISTORICAL SKETCH 

some building already erected. So that a Normal School may at once be put 
into operation, so soon as the principal can be procured, and until he can be 
procured, little if anything can be done correctly. 

Our common schools need the benefits of a Normal School today, and 
the state having a magnificent grant of lands, being one eighteenth of the 
entire state, amounting to millions of acres, and double the quantity ever 
given to any state by the general government, previous to our admission 
nto the Union, we, therefore, ought to lay our foundation broad and deep 
with the view of educating the masses; with the immense school fund to 
arise from the school lands, and with the improved method of instruction 
through the teachers from the Normal Schools should they be generally 
established as they ought to be, and then add to this a climate more favor- 
able to health and energy of character, than any of her elder sisters, why 
should not the state of Minnesota become the very "Athens" of the American 
states? It should be our aim thus to hope and to do what we do, with this 
view. I may not live to see it, but if the progress of improvement continues 
in educational matters as in other sciences, greater attainments are to be 
made than have been made. Is it not written by the inspired prophet — 
"That many shall run to and fro and knowledge shall be in-creased?" We 
are familiar with the increased facilities of travel within the past few years, 
by means of railroads and steamboats, etc., enabling thousands and tens of 
thousands "to run to and fro" — which otherwise perhaps never would 
have traveled out of the county in which they were born. But now how 
many of our liberty-loving Americans are not only traveling all over our 
own land, but through the distant states and countries of Europe, and some 
even to Asia and Africa. Follow with your imagination, if you please, the 
missionary of the cross, with his torch light burning from his heart, as he 
penetrates the darkness of heathenism, the fastnesses of the mountains, 
the islands of the sea, even the walls of China are giving away to his touch, 
scattering far and wide the fruit of that seed first sown upon Calvary. The 
track of the missionary, where do we not find it — need I point you to the 
valleys of our own Minnesota; even the very ground on which your city is 
built, has it not been visited by the faithful Stevens, so many years stationed 
in this vicinity with his devoted and numerous family, laboring to educate 
the red man — under whose hospitable, though humble roof, even your 
speaker has sojourned for a night. "Knowledge shall be increased," and 
here I come to a solemn stand — what are the facts? What have we before 
us? The materials for schools all over the state. On the one hand we are 
about to prepare teachers of a high order for them, and on the other hand, 
we have thousands and tens of thousands of children with their opening and 
tender minds waiting, as it were, for the teacher to be put in communication 
with them. Oh, how skillful should he be in noting, fashioning and polish- 
ing those minds. 

If it were a coarse and vulgar substance, it might go into rough hands 
and take its chance. But it is something more precious and more pliable 
than the finest gold. It is the intelligent and the immortal mind, or rather 
I might count them by fifties and hundreds of thousands, sparkling all over 



WINONA STATE NORMAL SCHOOL 277 

the land, opening to the plastic touch of the teacher as substance of the 
finest mould. No. It is a spiritual essence fresh from the skies, ever pres- 
ent, though always invisible, in the school, seeing, hearing, thinking, ex- 
panding, always ready to take the highest impressions for good or evil, and 
certain to be influenced every hour one way or the other by the teacher. 
What a responsibility/ What ought his sketching to be on such a tablet? 
He might go out on the drifted snow-bank and write as rudely as he pleased 
and the first wind would sweep it all away. He might write out his lessons 
like a wise man or a fool, it will make no difference — the next hour would 
obliterate them all. But not so in the school house; every tablet there is 
more durable than brass, and every impression made by the teacher on the 
mind of the scholar is, as it were, "graven with the point of a dimaond." 
Rust will eat up the hardest metals, but the spirits, the impressible minds 
of our thousands of children, no matter how humble the circumstances, are 
immortal. When they have outlived the stars they will only have begun 
to live, and there is reason to believe the impressions made upon them will 
never be obliterated. The school-master, then, literally speaks, writes, 
teaches, paints for eternity — they are immortal beings whose minds are 
as clay to the seal under his hand. Who then, let me ask, is sufficient for 
these things? But have I not sketched the facts as they really are, or are 
they over-drawn? I fancy not. I fear rather they are short of the mark. 
But let me take another stand and point and look in another light. We 
now have within our state probably the children of forty-thousand families, 
who, as they successively become old enough, will receive their education 
in the common schools of Minnesota. At present they are under tutors and 
governors, and have no direct influence one way or another upon the great 
interests of our state and nation. But who are they? Go with me from 
school to school, from town to town, from county to county — let us en- 
quire — sitting there just in front of the teacher you see a distinguished 
physician, just on the other side you see an attorney general and 
just behind him a member of Congress, on another bench sits a professor 
of the science of education and the didactic art. In the next school we find 
a governor of a state perhaps just learning his a-b-c lesson, and there from 
one of the poorest families in the district you see a millionaire and near 
by him a professor of the languages, on the other side of the room that black- 
eyed, rosy cheeked boy is none other than Chief Justice of the Supreme 
Court. Going on to another school house, we find one of the shrewdest 
lawyers in the state, a sheriff, and a member of the Legislature, besides a num- 
ber of prosperous farmers and mechanics. But we must not be partial in 
our visits, let us take the cars, for I have no doubt they will be in operation 
sooner or later, but if they are not careful, we shall have a car load of trained 
teachers to send out from Winona before the track is ready — but we will 
presume the cars are ready, and go in another section of the country, up on 
the Red River of the North, if you please — and see what we find there. 
The first boy we overtake with his slate under his arm and his books in his 
hand is a United States Senator, we go into the school and there we find the 
President of the Minnesota and Pacific Railroad Co., a rich Banker, a very 



278 HISTORICAL SKETCH 

intelligent and wealthy Lumberman, and a Civil Engineer. In the next 
school we find two or three Clergymen of as many denominations, a Brigadier 
General, and a dozen or more School Teachers, some in their a-b-c's, a-b, ab's, 
and some trying to spell "baker." But we are not through yet; in the very 
next school we visit, it may be in St. Paul, or it may be in some very obscure 
town near Pembina, or on the north shore of Lake Superior, or the noble St. 
Croix where, as it was said by the pioneer editor of our state, — "the first 
egg was laid for a Minnesota government" — we there shall find a Foreign 
Ambassador and a President of the United States. Thus, were we to visit 
all our Primary schools we should be sure to find the most of our ministers, 
lawyers, doctors, judges, legislators, professors, and other teachers, mer- 
chants, lumbermen, and, I might say with great propriety, all the intelligent, 
active and useful men of the next generation, in these schools. They cannot 
now be pointed out by name, we cannot now tell who will be the governors, 
judges, and millionaires, but if we go in winter or go in summer, we will find 
them all there. Now, Mr. President, this occasion brings to mind the past, 
not less than it awakens our hopes and convinces our judgment, respecting 
their future success. I have had in my hand a paper which contains the 
origin, the source, and the earnest of the first Normal School of Minnesota. 
It had its origin here in this city, and the names written on that paper are 
as pictures of gold, and should be handed down to the future generations as 
evidence of their wisdom and benevolence. This paper subscribes about 
$7,000 to the establishment of the Normal School here — ■ the most of which, 
over $5,000, has been secured promptly to the state for that object. The 
duty I have discharged is every way an agreeable one; no circumstances 
could have occurred, with respect to the interests of the state, to afford me 
higher gratification than to meet you here on such an occasion as this. The 
city of Winona has distinguished herself in taking the lead in establishing for 
the benefit of the rising generation of this state, or all who shall yet call the 
state their home. I think the normal school should precede the common 
schools of the country, for then we should have trained teachers to conduct 
them. When this school shall be in operation, it may be regarded as an 
auspicious era, whence to date in future the origin of many blessings, and 
the commencement of a perpetual course of improvement and prosperity to 
the people at large. 

I need not go into details of the system, for I am not able to do so. 
That, however, is of little moment, but there will be a gentleman placed at 
the head of the institution who will, I am sure, leave nothing undone to place 
it upon a footing equal with similar establishments in our sister states. With 
these views, Mr. President, I conclude, and thank the audience for their kind 
attention. 



WINONA STATE NORMAL SCHOOL 279 

ADDRESS BY EDWARD D. NEILL AT THE OPENING OF THE 
NORMAL SCHOOL 

With returning prosperity, the state enters upon a new and honorable 
career. tThe past decade was truly inglorious and the Commonwealth in the 
retrospect finds neither moral nor intellectual achievement worthy of the 
gaze of the civilized world. 

Carried away with the impious thirst for riches, men, to a certain ex- 
tent, forgot their obligations to society and posterity, and strained every 
nerve for self-aggrandizement. 

Subdued by the chastisement of a kind Providence, it is beginning to 
be perceived that no individual can prosper in a community which neglects 
to foster institutions of modern civilization, and that in building up the char- 
acter of the Commonwealth, the interests of each locality are enhanced. 

The constitution of the states declares that "there shall be a general 
and uniform system of Public Schools." 

As introductory to the opening of an institution under the patronage 
of the state, let us glance at the necessity and value of Public Instruction. 

The family organization is insufficient to educate the whole people. 
Admirable as it may be in some instances, it cannot influence many beyond 
the fireside. In the majority of cases, however, it is seen that instruction is 
not imparted at home, for a want of time, inclination, or ability. The farmer, 
possessed of no early advantages and obliged to work for the subsistence of 
his family from before the rising of the sun until the night is far advanced, 
will never make much provision for the mental culture of his children, and 
if it depends upon his exertions, the neighborhood will only increase in ig- 
norance. 

Nor can the Church in a republican state educate the people. 

In former days, before Christian liberty was fully understood, there was 
a union of church and state, and the latter entrusted to that branch of the 
church with which it was in sympathy, the education of youth. 

In Geneva there were parochial schools established for the masses, 
which were copied by Scotland, and subsequently introduced into New 
England. As long as a people were homogeneous in faith and public senti- 
ment, such a system worked advantageously, because it could impart not 
only a complete education for this world, but, in addition, a direct spiritual 
culture in view of a future existence. But in a republic such a system cannot 
prevail, for here is tolerated every shade of religious belief and political opin- 
ion, and in every community are found representatives, not only of different 
political schools, but also of various branches of the church. Should popular 
education be entrusted by government to any particular branch, it would 
soon be viewed with distrust and ultimately decline. 

By the peculiar constitution of American communities, public instruc- 
tion necessarily devolves upon the state. And it is truly refreshing to the 
Christian philanthropist, to observe the reverence with which she has under- 
taken the work. 



280 HISTORICAL SKETCH 

Modern jurisprudence being largely based upon the ethical system of 
Moses, the precepts of the great expounder of Mosaic law, the mysterious 
Nazarene, the God-man, the wonderful son of Mary, the state has ever 
recognized the importance of employing teachers who believe in a Divine 
Being and inculcate, by precept and example, the decalogue. 

The value of this public instruction cannot be too frequently reiterated. 

First. It represses vice and crime. Idleness and ignorance are the pro- 
lific sources of disorder. For the encouragement of both, despite all the re-' 
straints of law, there are schools of instruction in every community. To at- 
tract pupils they are made as seductive as possible, and around them the 
indolent herd as insects around a comfectionery. In those communities 
where there is not a uniform system of public schools, there are numbers who 
will not make an effort to obtain education for their off-spring. From the 
hour they can walk, the "little ones" are permitted to go where an idle curi- 
osity or love of excitement directs. In large cities the whole day is passed 
in lounging around the wharves or depots of travel, while during the night 
they herd among the vile in the pit of a theatre or prowl around the streets, 
the "Artful Dodgers" and "Jack Shepherds" of Dickens and Ainsworth. 

When the state, however, feels the responsibility of providing teachers 
and school-houses for the instruction of every child, then idleness and crime 
languish. Those who under other circumstances would have whiled away 
their time in making mischief, seek for the instructive and healthful excite- 
ment obtained from the mastery of the studies allotted by the teacher. They 
become acquainted with the first attempts and subsequent events of great 
men ; their self-respect is aroused ; they long to become honored among their 
fellow citizens; and when they have left the common school, they have too 
much pride to seek the porch of a common tavern, and spend the day in 
lounging upon the bench listening to low jokes, or witnessing deeds of law- 
lessness. On the contrary, to those who have been properly trained, it is 
painful work to stand idle all the day long in the market-place. The sta- 
tistics of crime show that those taught in our public schools comparatively 
seldom find the house of shame or the home of the convict. Three-fourths 
of the inmates of the penitentiaries are those who have had meagre educa- 
tional advantages. 

In repressing vice, Secondly, increases wealth. Among the heavy bur- 
dens of a populous state, is the support of paupers and criminals. We have 
just shown, that by a diffusion of knowledge, the sources of supply to the 
prison and alms-house are much exhausted, and thus the tax to support 
pauperism and kindred institutions, is largely diminished. Abundant ex- 
perience proves, that the multiplication of public schools is the cheapest 
police arrangement of a large city. Every dollar expended in the erection 
of school edifices and payment of salaries of teachers, is a saving to the state 
of twice the sum in the treasury which defrays police and criminal expenses. 

But public instruction also increases the wealth of a community, be- 
cause thereby more work is done. An educated mechanic is a very different 
being from a slave whose mind is almost as dull as the brute. He takes an 
intelligent view of life, and perceives that it is better for him and his employer 



WINONA STATE NORMAL SCHOOL 281 

to be punctual and steady and perform as much work as possible. He de- 
sires as few holidays as are consistent with health, and takes recreation in 
order that he may work the more. Thus by an efficient system of schools» 
the state transforms into producers a large class who would otherwise be 
non-producers. When the state instructs her people, the long lines of beggars 
that are seen in some of the highways that lead to the large cities of Italy, 
and who literally besiege the traveler for alms, to enable them to lead a life 
of indolence, are missing, and in their places are witnessed long lines of day 
laborers, with ruddy faces and brawny arms, earnestly at work building the 
railway or quarrying the rock, and full of hope that the day is not far distant 
when they shall retire and cultivate a farm in some fertile spot, in the vi- 
cinity of the roads they assisted to build. 

But not only is more, but better work done, where the public school 
exists. He who has not been waked up by the school, takes but little in- 
terest in his labor, and, if an operative in a factory, performs his allotted 
task with about the same amount of intelligence as the spindle. But by 
education the taste is cultivated and judgment improved, and the artisan 
not only desires to perform his task, but to make his work as tasteful as pos- 
sible. If a glass blower, he will fashion a flower vase in the shape of a tulip, 
and then display his ingenuity in tinting the glass, until in beauty it rivals 
the lily of the field, that some fair hand may subsequently place therein. 

The beautiful form of modern household utensils are rich proofs of the 
superiority of the intelligent over the uneducated operative. There are nu- 
merous articles in every mechanical exhibition, whose lustre, composition, 
and arrangement betray an intimate knowledge of the principles of chem- 
istry and mechanics. 

While popular education increases the number of inventions, it tends 
to simplify the work of life. In proportion as the state makes an outlay for 
the culture of her sons, do they in time repay her in the construction of in- 
struments and the discovery of new processes which increase the wealth and 
reputation of the land. 

But if there were other ways of repressing vice and increasing wealth, 
we remark, Thirdly, that public instruction creates a national sentiment. 

At all periods, America has been a refuge to those oppressed by political 
or religious tyranny. Here Penn, weighed down by the formality, hypocrisy, 
and extravagance of a licentious court, and tired of the wranglings concern- 
ing the externals of religion, found a quiet home by the banks of the wide 
and shady Delaware, where, with none to molest or make him afraid, he 
could dress as he saw fit, and speak as the spirit and when the spirit moved 
him. Here the cultivated and polished Calvert, cramped by the exactions 
of the British government, found a place on the shores of the broad and 
beautiful Chesapeake, where he could repeat his "Ave Maria" and "Pater 
Noster" with all the freedom and fervor of the most devoted follower of the 
Pope; and here on the rocky coast of Plymouth, those wearied of the tyranny 
of Laud and the corruption of what they supposed was only the half-reformed 
Church of England, sang praises to the Most High, read the sublime Psalms 



282 HISTORICAL SKETCH 

of David, expounded the Sacred Writings, and trained up their children in 
the nurture and admonition of the Lord, formed a New England after their 
own model, which in time has become renowned as Old England. 

Since the political agitation in Europe, engendered by the French Revo- 
lution, and the confederation of the Colonies under a written constitution, 
the tide of emigration, in a steadily increasing volume, has surged over the 
Western Continent. It is no infrequent occurrence in towns that have sprung 
up within a few years, in the valley of the upper Mississippil wholly unknown 
to the geographer and citizen of older states, to behold grouped together 
men from every nation under heaven, and to hear languages as diverse as 
were heard in Jerusalem on a festal day, when the streets of the Holy City 
were thronged with "Parthians, and Medes, and Elamites, and the dwellers 
in Mesopotamia, and in Judea, and Cappadocia, in Pontus and Asia, Phrygia 
and Pamphylia, in Egypt, and in the parts of Libya about Cyrene, and 
strangers of Rome, Jews, and Proselytes, Cretes and Arabians." 

The contemplative German, the mercurial Frenchman, the blue-eyed 
Hibernian, the hardy Norwegian, the brawny Highlander, the reserved 
Englishman, the dark-eyed Italian, are all found upon the prairies of the 
West, who but a few months before were dwellers in European capitals, 
and accustomed to the sight of royalty and its many appendages. Those 
new-comers are people of many prejudices; many yet love their fatherland, 
and when they think of their old homes beyond the seas, sigh and wish that 
they could have procured there bread enough to afford them a subsistence. 
Others, while hating the governments that have driven them away by their 
oppression, or exiled them for the free thoughts to which they have given 
expression, have no real love for that particular form of government to ob- 
tain which our fathers sacrificed their lives and fortunes. 

Now, we assert that without an efficient system of public instruction, 
the offspring of the emigrant would grow up with the peculiar prejudices 
their parents imbibed in distant lands. Our people would have no homo- 
geneousness. There would be no proper national sentiment, and in many 
places not even instruction in the English language. The state, by planting 
a school in the midst of such a community as we have portrayed, works 
wonders in the twinkling of an eye. 

By taxing all the property of a community it readily supports a school 
when the Norwegian, or German, or Irish, or French portion of the com- 
munity would be wholly unable. The state, moreover, strives to furnish 
means to aid in employing a teacher who is competent to instruct the chil- 
dren of the neighborhood in the elements of good citizenship. In the public 
school, the pupil learns to read the history of the United States; his youth- 
ful and comparatively ingenuous heart burns within him as he hears the 
tale of our country's wrongs; he is almost breathless as he pores over the 
account of the scenes that led to the Declaration of Independence. With 
the character of Washington he is perfectly enchanted, and thinks that he 
is the best man that ever lived. When he is out of school he still thinks 
about those things he has read, or heard from his classmates, whose grand- 
fathers, perhaps, had fought those very battles. When he is around the 



WINONA STATE NORMAL SCHOOL 283 

winter fireside he tells these incidents to his parents and his younger brothers 
and sisters, and during the night his sleep is broken by dreams about the 
sufferings of the soldiers at Valley Forge, or some similar tale of war. While 
he plays with his schoolmates, he also learns the songs of the republic, and 
though his parents may for "Auld Lang Syne" sing "God Save the King," 
he knows nothing better, or more inspiring than "Hail Columbia, Happy 
Land!" 

Under the influence of such a system of public instruction, it is not 
wonderful that a strong national sentiment should be fostered, and that the 
children of emigrants should learn to love that country which had afforded 
equal shelter and equal rights to their parents when they landed upon our 
shores, friendless, homeless, and without pecuniary resources. 

We remark, Fourthly, that public instruction is essential to the preser- 
vation of civil and religious liberty. The United States is the only govern- 
ment in the world that has been able to tolerate universal suffrage, and to 
maintain religious faith without any established form of religion. To plant 
such a republic in France, or Spain, Italy, or Brazil, would be impossible- 
It would not flourish any more than the orange tree in the Arctic regions, 
for there is no adaptation at present in the people of those countries to such 
a system of government. The reason that it has been sustained in the United 
States is that the masses have been sufficiently instructed to understand its 
operations, and to desire to apply its healthful checks. At the time of the 
formation of the Constitution, many in the recent colonies possessed a high 
appreciation of education. The framers of that instrument, and statesmen 
ever since, have felt that the only method of maintaining our type of gov- 
ernment, was in the passage of laws fostering the intelligence of the people. 
The distinguished man who framed the celebrated Ordinance of 1787, was 
convinced that the stability of a free government depended upon the highest 
possible intelligence among all classes of people. In that document is the 
emphatic announcement that "religion, morality, and knowledge being neces- 
sary to good government and the happiness of mankind, schools and other 
means of education shall be forever encouraged." 

Should the public authorities cease to carry out this idea, the predic- 
tion of Macaulay, in a letter to Randall, the biographer of Thomas Jefferson, 
would surely come to pass. In the course of time our population would 
prove as fickle as that of France, who under a demagogue like Robespiere, 
shout for a republic, and under a Louis Napoleon, with equal enthusiasm, 
vociferate for an empire and emperor. Take away the common school from 
the agricultural districts, and the masses would no longer have a place where 
they could meet and discuss their right, and act in an independent manner ; 
but they would be led as sheep by a shepherd ; by some priest from the church 
or by some cunning artisan from the tavern, up to the polls there to vote as 
commanded. In time there would be an odious oligarchy in our midst, com- 
pared with which Russian despotism would be preferable and comfortable. 

But after the eulogy we have passed on the American system of public 
instruction, candor demands open confession before this audience, that it has 
not wholly accomplished its end. 



284 HISTORICAL SKETCH 

This has resulted from several causes, at which we would briefly glance. 

1. Imperfect Organization. The enactments of American legislatures 
too frequently lack simplicity and comprehension. They are burdened with 
cumbrous detail, and fail in adaptedness to the present exigencies of the 
population. There is a proneness to engraft upon new states, the precise 
laws which have been found to work well where the communities are com- 
pact and the system of popular education perfectly understood. The legis- 
lative chambers find advocates of a Massachusetts, New York, Pennsylvania, 
or Ohio code, verbatim et literatim, rather than friends of a code adapted for 
a state composed of heterogenous materials with settlements few and far be- 
tween. The friends of each system failing to have it adopted as a whole, 
compromise with the others, and thus a new state like our own is afflicted 
with a school law which is only a patch work of mutilated systems, and con- 
fusion and discouragement are the consequences. 

2. A Multiplicity of School Districts has done much to curtail the benign 
influences of the public school system. In the new states, particularly, does 
this evil prevail. For the sake of obtaining a school house somewhat nearer, 
or separation from neighbors of a different faith, districts are divided until 
ten or twelve scholars become the average attendance at school. Of course, 
as long as the number of pupils is so small, it is impossible to employ any 
one who is an accomplished teacher. 

3. Insufficient Compensation to the teacher, is another draw-back. 
Every other kind of labor but the toil of a faithful teacher seems to be ap- 
preciated. The house servant obtains better wages than one in the same 
position in older communities. The farm hand is greatly in demand, but 
the teachers of Minnesota, on an average, do not receive thruout the year 
the stipend of the most ordinary day laborer. As long as such a state of 
things exists, the blessing of popular education must be curtailed; for a 
man discovers that he is better clothed, and has more self-respect while 
working with his hands than when imparting instruction under such circum- 
stances. Good old Roger Ascham, the faithful instructor of the unfortunate 
Lady Jane Grey, mourned over the niggardly policy in regard to teachers, 
which prevailed in England three centuries ago, and his words, though 
quaint, are well worthy of being remembered. Saith he, "It is a pity that 
commonly more care is had, yea, and that among very wise men, to find 
out rather a cunning man for their horses, than a cunning man for their 
children. To the former they give two hundred pounds, while to the latter 
but two hundred shillings. God that sitteth in Heaven laugheth their choice 
to scorn, and rewardeth their liberality as it should. For he suffereth them 
to have tame and well-fed horses, but wild and unfortunate children; and, 
therefore, in the end they find more pleasure in the horse than comfort in 
the child." 

Even in modern days we find there has been a public manifestation of 
respect shown to Rarey, the horse trainer, that has never been exhibited 
toward eminent trainers of the youthful mind, like Arnold of Rugby, who 
by judicious counsel and discipline, have curbed scores of refractory boys 
and made them docile pupils and honorable men. 



WINONA STATE NORMAL SCHOOL 285 

But even when there is fair compensation given, the system of public 
instruction very often fails to produce appropriate results, owing to the 
incompetency of teachers. 

The paltry pittance so slowly doled out to the school teacher, has driven 
many, who would have followed the profession, into more lucrative em- 
ployment, and others have offered themselves as substitutes who have not 
any proper conception of the teacher's work. All over the country there 
are found behind the teacher's desk, persons devoid of sensibility, not apt 
to teach, and not willing to learn. They become teachers simply because 
they are drones, and have failed to be successful in other pursuits. To cor- 
rect the alarming evil, the state of Minnesota has in days of her extreme 
poverty, with a liberality unprecedented at so early a period in the history of 
any state, donated $5,000 towards the sustentation of an institution for 
the thorough training of teachers for the common schools, and for the eleva- 
tion of their pursuit to the dignity of a profession. The undertaking is wor- 
thy of this intelligent community, who, when residing in older states, saw 
the great advantages that flow from literary institutions. 

But at the outset there should be deeply impressed on the friends of 
the Normal School, the elements necessary for the success of any educational 
enterprise. It must have time. There must be first the "day of small 
things." It is the divine law that the development of things truly great 
must be gradual. This was expressed by the heathen Greek in the proverb, 
the "Gods grind slowly." Four thousand years were occupied in de- 
veloping the plan of redemption, under which the world has been growing 
better for the last eighteen centuries. All of the great principles of gov- 
ernment have been eliminated little by little. So in educational institutions. 
Yale College has now a world-wide reputation, but it is the result of a century 
and a half of gradual accretion. The germs of Princeton College was an 
humble log school, on the banks of the Neshaminy, in Bucks County, Penn- 
sylvania. It is as impossible to make a truly successful institution without 
time, as it is for the horticulturist to have a century-plant bloom every year. 
It must first take hold of the affection of the people. 

Another element is patience. The best devised schemes for the ad- 
vancement of an educational enterprise often fail. There must be constant 
modifications and re-adjustments. Success seems to come only through 
a succession of trials. If, then, the directors of this school from time to time 
are compelled by unforeseen circumstances to alter their policy, do not be 
quick to censure, but remember that all new machinery must work at first 
with more or less friction. 

The last element that we would notice, as essential to the growth and 
success of an institution like that which opens in this community the present 
week, is money. No truly elevated literary enterprise is directly remuner- 

ative in a pecuniary sense. There is not a single college in the land that has 
ever been able to support itself by tuition fees. Merchants of England from 
the first were benefactors to Harvard, and the opulent of Boston for genera- 
tions, have delighted in sustaining it by legacies. Had the fur trader, Astor, 
not been moved to the good work, there would have been no library like that 



286 HISTORICAL SKETCH 

which bears his name. The Cooper Institute and Girard College are looked 
upon with just pride by citizens of the respective localities in which they are 
situated, but if these plain business men had not distributed their wealth 
in that direction, they could not have existed. 

Pennsylvania recognizes a Normal school in the small village of Millers- 
burg, but a building at a cost of $55,000 was prepared by the friends of ed- 
ucation. Illinois has a similar school at Bloomington, to which McLean 
County contributed more than $100,000. 

To you, citizens of Winona, the state appeals for a kindred liberality. 
In proportion as you make sacrifices for the training of teachers, you will 
become interested in the scheme, and the state, no doubt in appreciation of 
your interest, will, from time to time, lend a helping hand. But it must not 
be -supposed that there can be any ultimate success until the community 
adopt and nourish the germ just planted in their midst. 

Twelve years ago the Winnebago nation, by treaty stipulation, aban- 
doned their old homes in Iowa and commenced their long and weary march 
to their new home, near Sauk Rapids, in the northern part of the state. In 
the charming month of June, by mutual agreement, parties by land and 
water, to the number of two thousand, arrived on this prairie. As they 
viewed the vast amphitheatre of lofty bluffs, the narrow lake on one side, 
the great river in front, they felt that it was a spot above all others for an 
Indian's lodge, and, purchasing the privilege of Wapasha, the chief of the 
Dakota band that then lived here, they drew themselves up in battle array, 
and signified to the United States troops that they would die before they 
would leave. 

Twelve years hence, if the citizens who have taken the place of the rude 
aborigines, will be large hearted, and foster the Normal School, the public 
schools, and churches of Christ, Winona will be lovlier than the "Sweet 
Auburn" of the poet, and educated men, and cultivated women, as they 
gaze upon your public edifices and other evidences of refinement, will be 
attracted, and feel that here is the spot for a home, and, like the Indians in 
eighteen hundred and forty-eight, here they will desire to tarry until they 
die. 



INAUGURAL ADDRESS BY JOHN OGDEN, A. M. 

Mr Chairman — - Ladies and Gentlemen: — 

It is customary, on occasions like this, when an important public enter- 
prise is about to be launched upon the great deep of experiment — or even 
to be entrusted to the more certain keeping of a tried policy — for those to 
whom are committed the sacred interests to give some pledge of fidelity and 
to make a fair statement of the views and policy, by which they expect to 
be guided in the management of them 

We cheerfully comply, therefore, with this time-honored custom, feel- 
ing how important it is, that there should be a thorough and definite under- 
standing between all parties, before risking such interests as are here at stake. 



WINONA STATE NORMAL SCHOOL 287 

This day records the organization of the first separate and distinct State 
Normal School, west of the Father of Waters. And it is needless for me to 
say, that she launches forth freighted with the dearest hopes, the earnest 
prayers, and the highest ambition of, at least, the leading minds of the great 
and free people of the Northwest. And not only so, but other eyes are upon 
us; and other hearts are beating in sympathy with ours. New Jersey, New 
York, Connecticut, Massachusetts, Rhode Island, and our nearer relatives 
are watching this movement, with unusual solicitude. If we shall succeed 
in making this school what it ought to be, and must be, in fact, to meet the 
demands of the state, Minnesota will then have won her way to an exalted 
position among her sister states. Her star, though among the last that has 
yet arisen in the galaxy of shining orbs, shall not be dim though seen from a 
distance. 

In assuming the charge thus committed to us, by the authorities of 
the state, we feel that we have an important and double duty to perform — • 
a duty in making known the policy, by which we expect to be guided, and 
a duty in carrying out this policy, so as to accomplish the great objects which 
we have in view, viz: The renovation of the entire educational system of 
this state, by means of a superior quality of teaching, and to establish it upon 
a true philosophical basis. The modus operandi will be revealed, in part, as 
our plans are unfolded. 

These duties and suggestions distribute themselves as follows : 

1. To the Legislative and Executive authorities of this state by whose 
wisdom and liberality means are furnished for putting into operation and — 
we humbly trust — for carrying on this great enterprise to its final comple- 
tion. 

2. To the Honorable Board of Trustees to whom have been com- 
mitted the proper investment of these means, and the general management 
of the institution. 

3. To the citizens of this state, and particularly to those of this city, 
by whose foresight and liberality, and in whose midst this institution has been 
established. 

4. And lastly, to the teachers and schools of this state, for whose 
benefit this wise and liberal provision has been thus early made, and partic- 
ularly to those teachers, whose destiny has, this day, been linked with the 
great common school movement of the Northwest, and who are, in a great 
degree, to be the public exponents of the efficiency and permanency of this 
enterprise. 

1st. To the Legislature and State Authorities : — It would seem but 
courteous, therefore, in assuming the duties thus imposed upon us, by the 
Board, that due acknowledgement be tendered that body that first con- 
ceived and executed the plan, establishing Normal Schools in this state, 
and above all, to commend that wisdom and liberality by which so large 
a portion of the public domain is set aside for the exclusive benefit of schools. 
Three million acres of arable lands, whose value at the present time, cannot 
be less than $10,000,000, is a sum at once so vast, that it would seem nothing 



288 HISTORICAL SKETCH 

more could have been asked in this direction from the general government. 
Add to the annual income arising from this sum — which in a short time 
cannot be less than $1,000,000 — the revenues arising from other sources, 
and Minnesota can boast a larger school fund than any other state in this 
Union. 

But superior advantages demand superior men and means to manage 
them. It is pertinent, therefore, to inquire how this vast amount can be 
best expended, so as to meet the demands of the state, and the wants of those 
for whose benefits it was originally granted. To answer this in full, would 
involve more discussion and more time than can here be given. But we 
might reply briefly, generally and conclusively, however, by stating that 
in no way can this amount be expended to greater advantage, than by em- 
ploying competent and worthy persons to perform the labors and duties for 
which this expenditure is to be made. This is the only possible solution 
to the problem; and we submit it for frank and candid consideration. And 
again, since such laborers cannot be had in sufficient numbers without 
special provisions for producing them; and since it has been demonstrated 
time and again in other states that without competent laborers the money 
thus expended is worse than squandered; it does seem desirable, therefore, 
that some means be devised, both for furnishing competent laborers and for 
preventing this fearful public waste. In this way alone, can the original 
intentions of the framers of the law be carried out. And this seems to be 
the view now entertained by those in authority. It is safe, therefore, and 
wise, to suggest, that a very small proportion of this fund be appropriated, 
as necessity and prudence would demand, for fitting laborers for this great 
work of educating the children of the state; so that an equivalent may be 
rendered for this heavy outlay. Here, in the common school, is where the 
loss is usually sustained. I call particular attention to this fact. Here 
where the money is actually paid out to the laborers is where the loss falls 
the most heavily, because poor teaching, or wrong teaching is worse than 
none at all. And here I would ask, with all candor, would it not be better, 
and wiser, and safer policy every way, since the whole fund is virtually at 
the disposal of the Legislature, at least to be managed by them and their 
agents, through legal enactments; and since the preparation of teachers for 
the common schools, must and does come, ordinarily within the scope of 
common school expenses ; would it not be better, I say, to invest a small por- 
tion of this sum, annually, in training and preparing them for their work, 
rather than that they should continue in the indifferent discharge of the 
duties, and receive full pay, without such preparation? Any one can see 
the wisdom and justice of such a course. It would be the payment of a very 
small per cent, on the general fund, in order to save it, or to secure its safe 
and profitable investment. It would be a virtual insurance, with this dif- 
ference, however, that to the stockholders, in ordinary insurance, nothing 
but the price of insurance is realized, and this is often reduced by fearful 
losses, while in the former case, with a proper investment, which this plan 
proposes to secure, there can be no loss, and the gain is infinitely greater, 
since whatever is gained in education is infinite ; and since every dollar thus 



WINONA STATE NORMAL SCHOOL 289 

expended, in fitting teachers for their duties, besides being instrumental in 
saving the entire investment, secures twice or thrice the income from the 
original stock. 

Take an example, for instance: Suppose that $500,000 of this fund is 
to be expended for teaching; and that, without properly qualified teachers, 
as any one can see, the whole of this, or even one-half of it ($250,000) is 
wasted. And this, by no means, is an extravagant supposition. But sup- 
pose, by the investment of two per cent of the $500,000, producing a sum 
equal to $10,000 annually — enough to sustain one good Normal School, 
and yet only reducing the general fund, per district, about one dollar an- 
nually — that the $250,000, or even the half of it, $125,000, could be saved 
annually, what would wisdom dictate in such a case? Why, that it should 
be done, of course. I venture to say, there is not a business man in this 
city, or in the state, that would not manage his own affairs in this way. Here 
would be a clear saving, according to the lowest estimate, of the difference 
between $125,000 and $10,000, equal to $115,000 annually, or of twenty- 
three per cent per annum on the $500,000. 

But when we come to estimate, not only the material losses and gains, 
but those that relate to the future of the man, then the comparison becomes 
most alarming. Here, on the one hand, is the loss of time, of opportunity, 
of talent, of character, of position, of usefulness, of happiness; and not only 
so, but there is a positive injury done the children in the contraction of bad 
habits, and bad health, bad principles, and bad practices, which haunt them 
like a brood of demons all their days; and on the other hand, the gain of all 
these (minus the evils) with the continually increasing benefits arising from 
this endless train of good influences. Thus viewed, the convictions are per- 
fectly overwhelming. It does seem that no sane body of men would hes- 
itate for one moment, to make the investment and to make it liberal. And 
this, I rejoice to say, has already been indicated as the future policy of this 
state and her Legislature. 

But it may be asked by some, "Is this a true estimate of these matters, 
and of the advantages of the Normal School?" We have only time to say, 
that as far as we have been able to gather information for the last ten years, 
and to make deductions, it is a true estimate and most emphatically true and 
significant also; and the statistics of other states will show it most clearly, 
and our own is beginning to reveal the same startling facts, in reference to 
poor schools. Every poor school, or school master, is a curse; while every 
good one is a blessing. That is the simple difference. And the sooner we 
learn that fact, the better. 

But again it may be asked, "Cannot an ample supply of trained teach- 
ers be had from other institutions, and from other sources?" We can only 
say to this, that they never have been yet, in any single instance, either in 
this country or any other; and they never can be had in sufficient numbers 
and of proper qualifications, from those sources, simply because other in- 
stitutions concern themselves mainly about the qualifications of their pupils 
for other and ulterior objects. You might, ladies and gentlemen, as reason- 
ably expect that broom manufactories would yield a sufficient supply of 



290 HISTORICAL SKETCH 

tailors or cobblers; or that the study of the classics would furnish an ample 
supply of doctors or lawyers. "Like produces its like." "The stream can 
rise no higher than the fountain." The broom manufactory will produce 
brooms and broom makers, and not tailors. The classics will make scholars, 
and not doctors. And the Normal School, when it is a Normal School, will 
produce teachers ; and no other institutions can, to the same extent, until they 
are organized and conducted on the same plan; and when that takes place, 
then they become Normal Schools. Hence it is idle to look for a supply of 
highly trained and efficient teachers outside of the means whereby they are 
produced. Teaching is just as distinctly, essentially and emphatically a 
profession, to be learned by observation, study and practice, as any other. 
But we have no time to pursue this subject further here. We close this part 
of it, therefore, by stating what all will admit to be true, viz : that for what- 
ever grants made to the Normal School, either for buildings, apparatus or 
other purposes, a full equivalent should be rendered in properly qualified 
teachers. The state has a right to expect this; and, hence, the Legislature 
has wisely provided, that in consideration of this, she has a claim on the 
services of the teachers here instructed, for at least two years after entering 
the Institution. And here let me assure that honorable body, and all others 
concerned in this matter, that no candidate for such services shall ever leave 
this institution, with my official sanction, until he or she shall have rendered 
good evidence of such qualifications, physically, intellectually, and morally, 
as shall meet the demands of the schools and the state. 

I am aware that Normal Schools have not always met public expecta- 
tion, in this respect. I am also aware that they have not always done 
their duty. But the failure has been more the result of inadequate means, 
poor organization and mismanagement, and misdirected efforts, than from 
any radical defect in the system itself. The effort has been, too much, to 
meet a demand that should be met in the common schools and higher sem- 
inaries of learning, viz : the literary qualifications alone, of teachers. Hence 
Normal Schools have degenerated, in some instances, into mere academies. 
But this can be shown to be entirely unnecessary. Their duties are as dis- 
tinctive in their scope and characteristics, as those of any other professional 
school. Their office is, not merely to make scholars, but teachers. And 
here, we would be willing to pledge the state an ample supply of them, pro- 
vided it will furnish the material from which to manufacture them, and 
the means whereby to operate. And we repeat, that in no other way can 
this great want, on the part of the state, be met, in that truest and highest 
sense, except by establishing Normal Schools, where the teachers may learn 
the science, and be trained in the art of teaching. But we have no time to 
pursue this subject here. Other reasons will be revealed as we proceed. 

2nd. The Board of Trustees. — Gentlemen : Allow me to address you 
personally on this occasion, and to thank you for the distinguished honor 
you have conferred upon me, in thus committing to my care the direction 
and management of this school. I feel, sirs, in accepting this position, that 
I have accepted at your hands, a holy trust and a life labor. Surely to car- 
ry out your views, as they have been expressed to me, and as I conceive they 



WINONA STATE NORMAL SCHOOL 291 

ought to be carried out, would require, not the sacrifice of a life, but the suc- 
cess of one. Not only care, and toil, and self-denial, and labor — man's 
best inheritance here — are involved in this struggle, but the rewards, the 
triumphs, the conquest, the glory, the fulfillment of our devoutest expecta- 
tions, the consummation of our dearest hopes, viz: the development and 
sublimation of man's highest powers, in devotion to a cause, that looks not 
at the present good alone; but away, far beyond, to the happiness of the 
unborn millions of our race. All this, and much more, is involved in the 
labors which we this day inaugurate. 

It is but natural that I should feel the weight of this responsibility, and 
my great incompetency for a work so vast and overwhelming. But duties 
so arduous, so exalted, so ennobling, and so divine, I confess, have great and 
strong attractions. And with your counsel, your sympathy, and your labors, 
I shall devoutly accept them, trusting humbly in Divine wisdom for that 
guidance which alone can ensure safety and success. And while it shall be 
my earnest desire and my happiness, at all times, to acquiesce in your views, 
and to carry out your wishes, it will readily be seen by you, that the in- 
ternal management of the school must be entrusted to an individual mind; 
must be a unity; and that unity is best exemplified in the individual de- 
cisions and acts of the representative head, aided, of course, by those whom 
you may place in the school as assistants, which assistants should be the 
united choice of yourselves and the Principal. This faculty must be left 
entirely untrammeled in the exercise of those functions exclusively in- 
ternal, and, at the same time, allowed a liberal share of suggestive latitude 
in the general management. 

I feel, gentlemen, in common with yourselves, that the Normal School 
must succeed; that it must accomplish the great object for which it was 
formed, to-wit: The renovation and purification of the entire education 
enterprise of this state ; that the greatest good to the greatest number must 
be its high object and aim. And if I see that its success depends upon the 
sacrifice of personal ease, personal favor, or the opinion of personal friends, 
person "must stand from under." The Normal School, first, last, and all 
the time. Its interests are too sacred to barter at any price. They are in- 
separably linked with all the common schools of this state. The success of 
the Normal School must be the success of common schools, directly or in- 
directly. They live and breathe together. Anything, therefore, tending 
to engender prejudice and local strife, must injure the Normal School, since 
its life, its instincts, its usefulness and nourishment, all depend upon the 
favor in which it is held by the popular masses, whose servant it is. Let it 
spread wide its arms, and strike deep its roots, and embrace all that comes, 
legitimately, under the name of school or education. Far be it from you, 
or from me, to consent to use the liberality of the state for the aggrandize- 
ment of a merely local interest. The State Normal School should be linked 
with no such faction ; but should be looked after and built up at the sacrifice 
of every other interest, let that be merely local or otherwise. 

This brings us to notice, in the third place, the relations and obligations 
existing between this school and the citizens generally, and those of this 



292 HISTORICAL SKETCH 

place more especially. Every citizen in this broad land has a sacred and 
inalienable right to a part of the public domain, and especially to that por- 
tion of it which is set aside for the education of the children. If he has no 
children, so much the worse for him. That is his misfortune and "goes just 
that far towards rendering him a useless member of society. But this, 
by no means, releases him from the obligation of expending his portion of 
such domain for the education of his neighbors' children ; since his own per- 
sonal interests, by virtue of his partial isolation, are identified with theirs, 
and are advanced proportionally with theirs and the general good. He 
ought to expend it all the more willingly, since he reaps the common bene- 
fits of society, without contributing anything to its membership ; and since 
he enjoys all the immunities thereof, without expense, save the little he gives, 
in common with his neighbors, for the public weal. 

Another truth, equally self-evident, is that every child, white, red, or 
black, male or female, bond or free, rich or poor, high or low, domestic or 
foreign, has an inalienable right to an education. No laws nor law makers 
have any more right to deprive children of this, than they have to break their 
arms or legs, or to put out their eyes. And on the same principle, we assume 
that the laws are deficient, and law makers are culpable, just to the 
extent that they do not provide for the thorough education of the children of 
the state; since in failing to do this, they entail worse than merely physical 
evils upon them and the state, by depriving the former of the free use of all 
their legitimate powers, and the state of their services. Again, by the in- 
fliction of merely physical injury, the damage, for the most part, is only 
temporal ; but in the former case, whether from neglect or otherwise, it is not 
only temporal, to a more fearful extent too, but it is also eternal, and self- 
perpetuating, since it is entailed upon future generations. We claim, there- 
fore, that this education is a most sacred inheritance, to which the child is 
born, and of which no earthly power should divest him. 

And further, this education should be free — as free as the air he 
breathes ; and to all classes alike accessible, so far, at least, as the distribution 
of the public fund is concerned. We are prepared to defend the doctrine, 
"that the property of the state should educate the children of the state;" 
(and that includes the teachers of the state also,) and that this, so far from 
weakening the parental obligation to educate, only strengthens it, and ren- 
ders it more practical and certain. 

But how does this doctrine affect the Normal School and its obligations 
to the state ? Much every way ; but chiefly, in that it points out the mutual 
relationship and dependencies existing between it. Every man and woman, 
whether parent or not ; every boy and girl in this broad state, has an interest 
in this Normal School. That interest is indefeasible, and co-extensive with 
the expenditures and the benefits. Its blessings, like its expenses, therefore, 
should be distributed, as far as possible, to all alike. 

But while its benefits are thus distributed, it cannot escape you, fellow 
citizens, that the obligations are also mutual. Its separate and isolated ex- 
istence, as a Normal School, is simply impossible. It must derive its pros- 
perity and consequent usefulness mainly from the generous support you give 



WINONA STATE NORMAL SCHOOL 293 

its pupils. These teachers will be asking for schools, by and by, that they 
may give an equivalent for the assistance they have received from the state. 
Thus you will perceive that the state has made you her agents, through whom 
she expects her remuneration. And while it is not expected that you are 
under any special obligations to employ these, when you can get others 
equally as good, or better, (if that were possible), for less money; yet it is 
expected that you will not allow them to be pushed aside and crowded out 
by those who are less qualified, because they can afford to "Teach cheap." 
No; your own interests, as well as the deference you should show the wise 
provisions of the state, would forbid this. 

I will not stop here to discuss the ruinous policy of employing "cheap 
teachers," because they are cheap, further than to say, that those "cheap 
teachers" are the dearest in the end; since they render the state no equiv- 
alent for the miserable salaries they eke out of her treasury. To employ 
poor teachers for poor schools, is the surest way to keep them poor. To 
employ illiterate teachers for backward schools is like employing the poorest 
doctors for the sickest patients. "They that are whole have no need of the 
physician, but they that are sick." As a general thing, we need the best 
teachers for the poorest schools. I will not say best in every point of qual- 
ification ; but best for that particular school — the best adapted for its pe- 
culiar wants. No one, therefore, can fail to see the propriety of employing 
the best teachers in point of professional ability, for the primary schools; 
since it requires more wisdom, greater experience, and a rarer gift to instruct 
and control small children, than any others. And this importance is very 
much heightened, when we take into account the character and durability 
of the impression made on early life. But this teaching gift is cultivable 
and is peculiar to a certain class, mostly females. And the natural gift, 
without the cultivation of it, is often worse than no gift, since it confers ad- 
ditional power, without the ability to control and direct in useful channels. 
Hence, the very great importance of employing female teachers that have 
been trained in the Normal School, where opportunities have been enjoyed 
for the study of this subject in all its phases and for witnessing and testing 
the best method of teaching of all grades and ages. And this importance 
increases in proportion to the number of these teachers that are annually 
employed in the public schools of the state. 

This brings to notice, in this connection, the character and organization 
of the Normal School, more at length; giving its peculiar fitness for supply- 
ing just such teachers as the schools of the state "may require, a desideratum 
of the very first importance. 

We cannot here enter a description of the organization and wants of 
these schools, further than to say that with a competent teacher, we believe 
every district school and, indeed, almost every other, may be classified into 
three general divisions, and each of these into two or three sub-divisions or 
classes. In cities and larger towns, classification is still more readily effected 
by establishing what are called Graded Schools, including primary, secondary 



294 HISTORICAL SKETCH 

grammar, and high school. The last one of these grades is seldom if ever 
required in the county school, while all three of the other departments will, 
in most cases, be represented in the same school. 

Now each of these classes or divisions will require separate and distinct 
characteristics in teaching. It is necessary, also, that under these circum- 
stances, they all shall be combined in one and the same teacher. Or, in other 
words, the teacher will be required to teach a primary, secondary, and gram- 
mar school, all at the same time and in the same school room. And this, 
my friends, is the great perplexing question today, in the thorough and con- 
sistent organization of the country district school. The Normal School must 
meet and grapple with this difficulty. It must meet it fairly and, as far as 
possible, provide a remedy for it ; for it is for this purpose chiefly, viz : to pre- 
pare teachers for the common schools, that it has been established. 

In order, therefore, to accomplish this object, there must be an organiza- 
tion of its several departments looking to these several difficulties, and at 
the same time accomplishing the other objects of a Normal School. The 
whole system, therefore, presupposes the existence of a model or ex- 
perimental school, in connection with the other departments, in which all 
these types of school can be represented. The mixed-grade school, or the 
one having three or four grades in the same room, as described above, I be- 
lieve has never yet been attempted in the Normal School. The others have, 
with the most satisfactory results. The Normal School would then present 
a complete system, representative of the entire educational machinery of the 
state, both as to classified and unclassified schools. And this is what it 
should do. It does not fulfill its mission unless it does thus represent it. 
Here then, in addition to other advantages, the pupil teacher may study the 
entire system of graded schools from the highest to the lowest department, 
and become familiar with the management of all these several grades and 
classes. 

But it might be well, further to describe this model, since the efficacy 
of the Normal School, and hence the benefits arising to citizens from its lo- 
cation here will depend, in a great measure, upon the perfection of its or- 
ganization. 

First in order then, we should have the Normal School proper, includ- 
ing the Normal or Professional Department, and the High School or Pre- 
paratory Department. These departments are both necessary to the ef- 
ficiency and existence of the Normal School, and hence should have their lo- 
cation in the same building. The academic course can then be made as 
thorough as most collegiate courses, and much more disciplinary and prac- 
tical. 

Second. — The Grammar School Department, one secondary (grade a), 
and the mixed or rough grade, should occupy another, and adjacent building. 
These departments, as has just been shown, are also necessary to the thor- 
ough organization of a representative system of education for a state or com- 
munity. 

And third and lastly, there would be the other secondary grade, (b), 
and the two primary departments, (grades a and b), to occupy a building 
similar to the one for the grammar school, etc. 



WINONA STATE NORMAL SCHOOL 295 

The above arrangement proceeds upon the supposition that three 
buildings be provided, in time, for the accommodation of this system of 
schools, or all three of these departments, slightly modified, might occupy 
the same building, if it were of sufficient size. The whole, then, would read 
thus, arranged with reference to entire grades and departments: one Nor- 
mal department, one High School Department, one Grammar School De- 
partment, one Secondary Department, including grades a and b, one mis- 
cellaneous grade, and one Primary Department, including grades a and b. 
Other departments and grades could be established, if the number in attend- 
ance and circumstances require it. 

Now each one of these departments should be superintended by a Prin- 
cipal, and each one of the grades by a permanent teacher, who, according to 
the following arrangement, would be able to take charge of from one hundred 
to two hundred and fifty pupils. Each one of these departments would be 
sub-divided in to a convenient number of classes, according to the age, capacity 
and attainments of the pupils. There should also be from four to six class 
or recitation rooms attached to each one of the main rooms in these buildings. 
Each department would then be provided with one large assembly or study 
room, arranged so as to seat two hundred pupils, and six class rooms adjoin- 
ing, for recitation. In this large room, all the general exercises could be 
conducted, and all study and preparation made, when, at given times and 
signals, the classes may retire to their several recitation rooms, where they 
are met by two select classes of Normal pupils, two for each room, one from 
the junior class, as an observer, and one from the senior class, as teacher, or 
this may be varied to suit circumstances. 

Now these Normal pupils (those of them who give instruction) must 
first have undergone a thorough training and preparation in the Normal 
School, on the lesson to be taught, and must also have undergone an ex- 
amination on the most approved modes of teaching, before they are per- 
mitted to take charge of classes. The others come in as mere observers, 
to note the methods of instruction, and to learn the disposition and ad- 
vancement of the pupils; so that they, when their turn comes, may be able 
to carry the instruction forward without interruption. 

These classes are here drilled thoroughly for the required time, when 
their places are supplied, it may be by another class, and other teachers. 
The teaching will be supplied, either by the Principal of the Normal School, 
the Principal of the department, or the head teacher in the class. And 
during the absence of any teacher from his department, his place canfbe 
supplied from the teaching class of Normal pupils, when and where another 
very important "school room duty" can be learned and practiced, viz: the 
art of governing the school, securing study, and managing the whole ma- 
chinery at intervals. 

Here, then, in this system, teaching may be learned in the only suc- 
cessful way, and in all departments and grades of school. And it is astonish- 
ing, the amount of it, that may be done; and the perfection to which the 
teaching and learning may be brought, under an arrangement of this kind. 
The model school is the only true type of school. 



296 HISTORICAL SKETCH 

1st. Because it fulfills the conditions of education more nearly than 
any other, since the exercises of study, recitation, and teaching are distrib- 
uted in about the right proportion among all grades — teachers as well as 
pupils — thus affording a harmonious and consistent blending of all the forces 
of education, of acquisition and use, the true interchangeable relation of 
want and supply. 

2nd. Because *'/ costs less money to teach the same number of pupils; 
since each paid teacher or principal may safely superintend two hundred 
pupils, if need be, being assisted each day by a corps of from four to six 
trained pupil teachers, who teach without compensation, as a part of their 
Normal School training, making the expense about one-half or one-third 
less for the same amount and quality of teaching. 

3rd. Because it costs less money to teach the same number of pupils; 
who superintend must themselves be first class teachers, which give char- 
acter to all the teaching, in all the classes, and all the departments. 2. Since 
the pupil teachers must themselves have spent one week or more, in observ- 
ing methods and studying the disposition and capacity of the class, and have 
undergone a thorough examination as to preparation of the lessons and 
other exercises to be taught, before they are allowed to give instruction in 
class. 3. Because they have an additional motive for thoroughness, since 
their standing in the Normal School is determined from their record of 
teaching, more than from that of learning what to teach. 4. Since the classes 
may be smaller and more evenly graded, this being one of the chief advan- 
tages, since a most thorough and consistent grading of all the pupils may 
thus be secured. 5. Since from three to four times as much time and atten- 
tion may be devoted to the individual classes and pupils as there can be 
under the ordinary arrangement. 6. Since, by this method, we are able to 
keep the pupils busy all the time, at some appropriate employment or ex- 
ercise, and thus prevent that bane of all schools and all society, idleness, 
which is doing more today to curse our schools than any other one thing, 
since the pupils in the great majority of instances, spend from one-half to 
three-fourths of their time in doing nothing at all, or worse than nothing; 
and these habits carry themselves right into their business, of whatever 
character, in after life. Now this can be prevented or removed, only by 
some such arrangement as described above, by which all the time of the 
child may be employed. Other advantages might be named; but we pass 
to notice in the next place: 

The advantages of this arrangement to the pupils of the Normal Schorls, 
and, hence, to the other schools of the state, through them. 

1st. It affords an opportunity to the pupil teacher to study the whole 
system of graded schools, from the lowest to the highest department, in one 
comprehensive model. 

2nd. It affords him an opportunity to witness the organization, gov- 
ernment, recitations and other exercises, conducted on the most approved 
plans. 

3rd. It affords him just what every young teacher should have before 
he is instrusted with a school of his own, viz : an opportunity to direct and 



WINONA STATE NORMAL SCHOOL 297 

manage the studies of children, as well as to give instruction; and, in fact, to 
assume the entire responsibility for the conduct of the school for a given time. 

4th. It affords an opportunity to any teacher who may desire it, to 
cultivate his or her particular talent for any particular grade of school. 

5th. It affords the same opportunity to any who may wish to qualify 
themselves for all the grades of school ; since they can enter any one of these 
particular grades as an actual practitioner, and pass successively through 
the whole. 

6th. And superadded to these advantages, the teacher, during this 
term of observation and practice, is to study the educational system of the 
state, the science of education in general, and to make himself familiar, not 
only with the school laws of the state, but with the laws of human growth 
and culture, the capacity of all the human powers, the nature and force of 
the various departments of science, their fitness for the several educational 
purposes, and thus to lay the foundation for a successful career as a pro- 
fessional teacher. 

It will be seen from the above, what the Normal School is capable of 
doing, provided it can rely upon you, my friends, and upon the Legislature 
for the necessary aid. Just such a school is needed for the state purposes, 
and just such a school may be established in your city if you desire it. The 
state needs what you can most consistently commit to her, and you need what 
the state can most consistently commit to you. The advantages shall, there- 
fore, be mutual and self perpetuating; and the expense, by virtue of this ac. 
commodation and division of labor, may be greatly reduced to both parties- 

Our Normal School must prove, at best, but a medium affair, unless 
we can have the means in time, for putting it into full play, in all its parts. 
It must forever be a cripple, if we allow it to grow up deformed or defective 
in any of its departments. No one can fail to see that a school of this kind 
is the great educational necessity of the state. As such, it makes its ap- 
peal to us this day for aid. Colleges and universities are luxuries which we 
do not specially need just now, Normal Schools, or the means for the prepara- 
tion of teachers.^for the schools of the state, are the necessity, I repeat, which 
must be met now, or the defeat of colleges and universities and every other 
institution is rendered doubly certain. 

I confess, fellow citizens, I have long wished for an opportunity for 
putting into operation my cherished ideas of schools and education — an 
opportunity for establishing a model, consistent and adequate, in all its parts, 
and adapted to the great wants of a state. 

May I not look with encouragement to your state, and to your city 
for the necessary advantages? Will you afford me that long coveted op- 
portunity, or must I look elsewhere ? I trust you will not thrust aside these 
countless advantages described above, and suffer your schools, and the school 
system of the state, to be trampled down by ruthless speculation, or the 
equally destructive agencies of indifference and neglect. Let Minnesota 
utter her voice on this important subject. Let her broad and fertile prairies 
her beautiful valleys and fields, her boundless resources of wealth, answer, 
Let a voice from the legislative halls answer. Let a voice from the peaceful 



298 HISTORICAL SKETCH 

citizens answer. Let that pleading voice that conies up from her children 
in every city, town, and hamlet, and from every school-house and let all 
these utterances be heard and heeded. Unless they are, the mingled din of 
those voices will rise, ere long, again, borne on every breeze across the lakes, 
rivers, and plains, more plaintive now, more clamorous, more discordant, 
more imperative, more terrible, pleading for more asylums, more courts, 
more prisons, more money, more bread ; and we must answer this call with 
our cash. There will be no escape then; and the penalty will be the more 
unwelcome and more fearful, since it might have been prevented. 

4. But we come now to notice, in the last place, some of the peculiari- 
ties of a Normal School, as distinguished from other institutions, the relation 
it sustains to those institutions, to teachers generally, and especially to those 
who are present this day as pupils. The first we must allude to but briefly. 

What we mean by other institutions in this connection is, the entire 
educational machinery of the state, whether benevolent or otherwise. The 
educational influences are not bounded by the precincts of the common 
school, however general and powerful these schools may be made ; but they 
extend as far and wide as the influences of man can extend. The asylums 
for the deaf and dumb, the blind, the insane, the idiotic or imbecile; houses 
of refuge or reform, benevolent societies, Sabbath schools, churches, and even 
down to that most potent of all educators, the family and social circle — all 
these, and many more, are the fit subjects for the study and labor of the 
Normal pupils. 

My young friends, when you enter this field, you not only pledge your- 
selves the public servants of the state, but you enter a missionary field, in 
the highest and truest sense of that term. You ally yourselves and your 
fortunes with the dearest interests of the state — with every thing, in fact, 
that is holy, ennobling, and good, with that endless chain of mighty in- 
fluences that links man to his Maker. You penetrate that great deep of 
unseen causes and influences, which evermore surges with the burden of our 
broken and shattered humanity. You lay your hands upon divine things 
and solemnly pledge yourselves to handle them as the instruments of God, 
for the restoration of the lost lovliness to the soul, the clearness and vigor 
to the intellect, and the health and manliness to the human form divine. 
You should tremble as you enter this holy sanctuary — the holiest in the 
records of the human family — the sanctuary of thoughts, emotions, voli- 
tions, and God-like power — a sanctuary all redolent with the divinest aro- 
ma — the living, moving, deathless energies of human souls. And, as Moses 
was commanded to put off the shoes from his feet, in the visible presence of 
the Burning Bush, so should you, as you enter here, divest yourselves of 
every unholy thought, feeling, and desire, and arm yourselves with that in- 
nocence and purity that made Satan stand aghast, gnashing, and acknow- 
ledge, when angel-confronted, and touched by Ithuriel's spear, "How aw- 
ful goodness is." Thus, my young friends, should you equip yourselves as 
you enter this arena; where passions sometimes strive for power; but where 
discipline chastens and refines them, and makes them the obedient servants 
of the will. Thus should you surround yourselves with those heavenly 



I WINONA STATE NORMAL SCHOOL 299 

guards, innocence and virtue, that you may walk through the furnace of 
trials, conflicts, and temptations incident to an educational career, without 
even so much as the smell of fire upon your garments. Then shall ye be 
strong, through Christ the strength of all sound education, to do battle 
against the hosts of ignorance and sin. But we have only time to call your 
attention to some of the leading characteristics of this school, and to some of 
the obligations resting upon you, by virtue of your espousal of this cause to- 
day. 

In the first place, then, this is no ordinary school. By its very name 
and profession, it takes a higher stand than other institutions. Not higher, 
perhaps, in a literary sense; but higher in that it assumes the prerogative 
to give directions and instruction in the use of knowledge, and every other 
instrument for the elevation of the race. It is professional. While other 
institutions propose to develop the human faculties by the acquisition of 
knowledge; this proposes more. It professes also to teach and enforce the 
right application of this knowledge, and this human power, thus generated 
and developed, to the development of similar qualities in others. And its 
character, consequently, ranks as much higher than that of ordinary insti- 
tutions, in these respects, as the application or use of knowledge is higher 
than the mere acquisition of it. Its regime of study, discipline, and labor 
must, therefore, rank correspondingly high, or it does not fulfill its mission. 
Every one's progress here must be measured by his ability to use knowledge 
skilfully in teaching others. In most institutions the pupil studies to know; 
here he studies to do. It will be seen, therefore, that this school will be no 
place for idleness or wickedness ; for there will be no time for the indulgence 
of these propensities. Idleness is incompatible with the genius of the Nor- 
mal School. Indeed, it cannot exist, without a flagrant violation of the 
conditions of membership. A lazy person never ought to come in sight of 
children — save as a warning — much less should he teach them. Laziness 
will no more be tolerated here, than drunkenness and kindred vices. 

Again, wickedness will not be tolerated here. I use the comprehensive 
term wickedness to denote all vice and crime, and everything that leads to 
them. The warfare shall, therefore, be as sore against wickedness as against 
ignorance. I never could reconcile the inconsistency of a person's educating 
a part of himself at a time; or a part of himself for good and a part for evil. 
"No man can serve two masters." We shall proceed, therefore, upon the 
plan of educating a whole man at a time, well knowing that in order to pro- 
duce harmonious results, there must be a harmonious and consistent blend- 
ing of all the influences and exercises necessary to produce those results. 
Neither can I reconcile the inconsistency of an educated man's being a bad 
man, any more than I can a sick man's being a well man, a weak man's being 
a strong man, or a wise man's being a fool. Education means the develop- 
ment of all the possible good in men, and the suppression of all the possible 
evil. It is a renovation and restoration of all his original powers to a com- 
parative state of purity, activity, and vigor, wrought out through the 
heaven-appointed means for restoring disobedience and sin that wrought 
such ruin among them. But every mind and soul has its antidote. Hence, 



300 HISTORICAL SKETCH 

that education that does not recognize Christ in it — the great antidote for 
sin — is no education, in the truest sense of the word ; since it ignores the 
only life-giving principle from which all true progress springs. He alone can 
neutralize sin, that primal cause of all physical, intellectual, and moral 
obliquity, which an education seeks to correct, and put man's powers into a 
true condition of growth and development. 

A man's real education begins with a new birth. But Nicodemus said, 
"How can these things be?" So will many other blind Pharisees of the pres- 
ent day, I imagine ; but the truth stands there nevertheless ; and just so long 
as we ignore it, we shall fail, as we deserve to fail, in the true education of 
the race. We may build school houses and plant colleges and universities 
and normal schools, until our land is clouded with them, and we shall for- 
ever fail until we recognize this one simple truth. I say, therefore, a man's 
real education begins with a new birth. All antecedent to this is preparatory, 
and should be directed with strict reference to this one great event, when he 
can begin to grow and drink in the great truths of science and religion. A 
man can only grow harmoniously when he grows in accordance with God's 
plan of growth. His plan is that he shall grow in goodness as fast as he 
grows in wisdom, and that his physical powers shall not be interfered with, 
but strengthened and refined in this and by this growth. How then can an 
educated man be a bad man? He cannot, any more than light can be dark- 
ness, or good can be evil, or virtue vice ; for whatever he lacks of being good, 
or what God designed he should be, he lacks in his education. And the same 
is true in every other possible respect. Whatever he lacks of rilling the 
measure of manhood, in a physical, intellectual, moral, and spiritual sense, 
as marked out by the Creator, he lacks in his thorough full-orbed develop- 
ment, as a man, a Christian, a scholar, an educator. 

I cannot consent, therefore, to any other definition, interpretation or 
application of education, than that which looks to the accomplishment of 
all these objects, in the fullest and highest sense. And here allow me to add 
that no teacher can pass under the sanction of this institution, who does not 
possess all these attributes, if not in a high, at least in a respectable degree. 
The spirit and letter of the laws of the land bear testimony to the soundness 
and safety of this position. I would not turn a bear or a wolf loose among 
a flock of lambs ; neither would I a teacher with a bad heart, bad morals, bad 
principles, and bad practices Much less, then, would I turn him loose among 
little children and schools, and then add to his license my official sanction. 
I thus make myself responsible for the evil he may do. 

A fool cannot teach wisdom; neither can a bad man teach goodness, 
except in a negative way. Satan cannot correct sin; therefore, his emis- 
saries should not be employed to cultivate the vineyards of the Almighty, 
where so much sin and moral obliquity are to be dealt with. Knowledge and 
goodness grow best together. Therefore, no attempt to separate them 
should be tolerated. Religion and science were made to go hand in hand. 
Their mission is the redemption of the race. "What, therefore, God has 
joined together, let no man put asunder." 



WINONA STATE NORMAL SCHOOL 301 

• • Well, which do we need most, today, knowledge or goodness? Intel- 
lectuality or spirituality? Smartness or honesty? Shrewdness or integrity? 
Half men or whole men ? Men without souls or with souls ? These questions 
properly answered, and then we shall be able to determine the character of 
the teaching most needed. 

Nay, my fellow teachers and pupils, education and teaching mean more 
than merely hearing recitations and keeping good order. They mean build- 
ing up human bodies, minds and souls, each in one harmonious, majestic, 
living temple; and adorning it with all that is beautiful, costly, pure, and 
good. 



THE STATE NORMAL SCHOOL AT WINONA 

SPEECH OF MR. E. S. YOUMANS 
of Winona County 

In Committee of the Whole, House of Representatives of Minnesota, 
January 21, 1864 the Committee having under consideration — 

H. F. No. 13. A bill for an act to appropriate money for defraying ex- 
penses of the Normal School at Winona. 

Mr. Youmans said: 

Mr. Chairman : It is too late in the day to argue the general import- 
ance and advantage of education; that is everywhere demonstrated and 
everywhere conceded. It is a part of universal civilization, and a certain 
measure and kind of it is provided for, even in monarchial and despotic 
countries. The indispensibleness of education in a republican form of gov- 
ernment is self-evident ; and accordingly the states of this Union have made 
provision for the general education of their citizens, on a scale far grander 
than the world has ever witnessed before. 

There can be no doubt that there would be a certain amount and kind 
of education without state action, for the growth of the human mind is 
inevitable, and reasons are not wanting in support of the policy of leaving 
the whole subject to the people for their own voluntary management, with- 
out interference by the civil authorities. But that question here and now 
is not open. It is settled in this country that there shall be public educa- 
tion. The state provides for it, and it is part of an established organic 
policy. 

But the questions to what extent the state shall give educational aid ; 
in what manner its influence shall be exerted; and what kind of education 
it will assist in dispensing, are those upon which legislators have to pass. 

It has come up before us now, and to it I propose to devote my present 
remarks. 

The real question before us is, Shall the state of Minnesota have an in- 
stitution for the training of teachers, or a Normal School? 

To a man of common sense and common judgment, one who believes 
what is worth doing at all is worth doing well, this must seem a strange in- 
quiry. In all other departments of action it is found necessary to prepare 
men for their special callings. In the industrial arts, universally, there must 



302 HISTORICAL SKETCH 

be a preliminary training, varying in time with the complexity of the craft. 
Even where it is a matter of pure mechanical routine there must be an ap- 
prenticeship, and just in proportion as mind becomes involved, the time and 
labor of preparation is increased. We see this in the professions of law, 
medicine and devinity. Now the vocation of the teacher is of this higher 
character, and if we apply to it the same principles which are established 
everywhere else, we must demand the thorough education of the teacher. 
If you would not trust a man to shoe your horse, or repair your watch, or 
medicate your body in sickness, or counsel your affairs, unless you knew that 
he had been trained and prepared for his work, would you commit the mental 
management of your child to a person who had given no proper attention 
to the subject — to anybody who went into the business because unfit for 
anything else, and who would quit it at the first opportunity? Certainly the 
material with which the teacher has to work — human knowledge on the 
one hand and the growth of character on the other — are not things so 
simple as to be comprehended at a glance by anybody. It is true the con- 
sequences of mismanagement are here not so palpable and immediate, and 
hence the more urgent the necessity that we should be certain of the teacher's 
preparation. If the blacksmith lames your horse, or the jeweler spoils your 
watch, or the doctor kills you with his treatment, or the lawyer gets you into 
a difficulty, instead of out of it, the results are directly obvious; but an in- 
competent teacher may have the handling of a child's education, and the 
injurious consequences will not appear till long afterward — until too late 
for remedy. This, therefore, is pre-eminently a case for the exercise of 
forethought, and the establishment of a rational and enlightened policy. 

But I am not inclined to debate this question on general grounds, and, 
therefore, proceed to a more special examination of the reasons that call us 
to act in this matter. 

First, then, we should maintain a State Normal School, because this 
mode of advancing education is, more than any other method, in harmony 
with the democratic spirit of our institutions. In glancing at the past 
history of the higher educational organizations, the first great fact that 
strikes us is, that they were established at a time long anterior to the modern 
movements of society, and the modern expansion of knowledge. They 
were founded to promote the culture of a few — to advance the intellectual 
interests of certain classes and professions, and before the idea of general 
or popular education was even dreamed of. The object of these institutions 
was to form and sustain a learned class, embracing the learned professions 
and studious persons of wealth and leisure. The education they dispensed 
consisted of ancient traditional lore, chiefly interesting because of its age; 
such knowledge of language and metaphysics as would be useful in law and 
divinity; and such speculative studies as would serve as occupation and 
amusement for minds of a philosophical turn. All idea of the general utility 
of knowledge was explicitly and universally repudiated. The doctrine of 
the ancients, that nature and matter are gross and corrupting — that phil- 
osophy would be degraded by taking interest in the things of practical life, 
and that to work with the hands is vulgar and debasing, took possession of 



WINONA STATE NORMAL SCHOOL 303 

the universities and has pervaded their education for the last thousand years. 
Nor are the colleges of today free from the taint of this error. They still place 
the motives of education upon the same basis as did the ancients, and teach 
that knowledge is to the acquired simply for its own sake, for the pure intel- 
lectual pleasure of the inquirer, and not for any useful ends to the student 
or society which may result from it. Such was the old and established idea 
of education, a scheme which repudiated the useful, and which, though, 
nevertheless very useful to certain professional classes, never for a moment 
contemplated the diffusion of knowledge among all classes of society. But 
in the programme of Providence this state of things was not to last forever. 

A new dispensation was at hand. The general awakening of the human 
mind in Europe, a series of grand discoveries concerning nature and the 
universe which revolutionized knowledge, the great Protestant revolt for 
liberty of thought, and the discovery of a new continent as the theatre of 
the new civilization, all these great events were the harbingers and prepara- 
tions of a new order of things, and with the acknowledgment of human 
rights came the concession of the right of universal education. It was first 
avowed on this continent and in this country that education is the right 
of all. This new doctrine, the product of the last hundred years, teaches that 
every person by virtue of possessing improvable capacities is entitled to an 
opportunity for a certain measure of culture ; and our common schools have 
been organized to meet this requirement. Now it is obvious that when this 
dea of universal education had been adopted and embodied in a universal 
institution, it was a very grave consideration what kind of instruction should 
be diffused by the common schools, or what kind of education was best suited 
to the circumstances and requirements of the mass of the people to be edu- 
cated. 

I say this was a very serious question, but it was not so apprehended 
at the time, and, in fact, was hardly raised. And the obvious reason was 
that the term education had already a settled meaning. There was the 
college ; it was the model of educational institutions. There was the digested, 
authorized system of education — the type to be imitated ; and there were 
the educated classes, products and proofs of the value of the established 
methods, and examples to be followed in all schools. Such was the only 
ideal of education which the public recognized, and the inevitable effect was 
that the common school embodied, in a rudimental and imperfect way, the 
higher and prevalent conception of education. Nor was this all. Besides 
the colleges there were a host of academies, the chief and acknowledged of- 
fice of which was to prepare students for college. This notion of education 
was, therefore, exactly the same, and as the teachers of the common schools 
were generally young persons who had attended or expected to attend the 
academy, and whose minds were consequently running upon academic 
studies, it was natural and inevitable that the general character of the in- 
struction dispensed in the lower institutions should be of the same nature 
as that of the higher. Much of this was little else than an abortive prep- 
aration for the academy. This tendency was greatly facilitated by the pop- 
ular nature and influence of our political institutions. By his suffrage, and 



304 HISTORICAL SKETCH 

the possibility of rising to public position, every man has an interest in 
public affairs. The road to office is open; all can share in the competition, 
and all, therefore, require to be more or less prepared for it. I said that the 
collegiate education was mainly adapted to the wants of professional men — 
lawyers and divines. The physician's education is of a different character. 
It deals more with nature and science ; and, hence, it early became necessary 
for him to have a separate collegiate institution. But the professional aims 
of the lawyer and divine were similar. Both were to be public men and 
public speakers; and, hence, the preparation suited to one case answered to 
the other. Consequently, language, rhetoric, criticism, oratory, and all the 
arts of persuading and managing men, constituted the staple of their educa- 
tion ; and these aims were by no means foreign to the aspirations and expec- 
tations of the pupils in the common schools. When, therefore, they passed 
beyond reading, writing, and ciphering, they almost invariably ran into 
grammar, rhetoric and declamation, and such studies as were specifically fitted 
to prepare for the academy or college. 

To such an extent is the view I am now presenting true, that, to this 
day, and almost everywhere, when the Esquire, or Colonel, or Governor 
enters a school, and is invited by the teacher to address the scholars, he makes 
the stereotyped statement, that some one of the pupils now present will prob- 
ably, at some future time, be an Esquire, Colonel or Governor, and perhaps 
President, and offers this fact as the prime inducement to study — the great 
motive to education. 

Now, it is hardly necessary for me to say that there is a fallacy in the 
statement. He who enters a common school and tells the pupils, of course, 
only the male pupils, that they may one day get offices, besides appealing to 
the lowest and meanest consideration holds out the gambler's motive. The 
great mass of them will never do so ; and to induce them to prepare for it is 
a fraud. Where one succeeds, a score will be disappointed; and when the 
common school accepts the glittering ideal of education offered by the acad- 
emy and college, it arranges for defeated hopes — attempts to prepare the 
body of its pupils for stations they can never reach, and, what is worse, to 
the extent of its influence, disqualifies them for the places they must occupy 
in life. 

Let me not be understood as opposing the preparation of our youth for 
the just and faithful discharge of their civil responsibilities. I only protest 
against training them for politicians and office-seekers. I protest against 
false inducements and pretenses, and only claim that, in order to make an 
enlightened citizen, the best way is to make a thinking man, who is intelli- 
gent and efficient in the common relations of life and society. 

It is not to be denied that there is a great deal of well grounded dis- 
satisfaction with our common schools, and much just complaint that the 
community does not obtain from them all that it is entitled to expect. It 
is charged that much of the education they dispense is worthless, that it has 
little or no relation to the actual requirements of practical life, that not only 
is time wasted and effort misdirected, but just in so far as they are efficient 
when managed by able teachers, the whole effect is a disqualification for the 



WINONA STATE NORMAL SCHOOL 305 

duties and responsibilities of common life, and is calculated to awaken am- 
bition to enter upon an academic and collegiate career, which, to the great 
mass of pupils, is impossible. This must be inevitable so long as we follow 
the mistaken course of attempting to impart an education designed for the 
liberal professions to the mass of the people. Let me not be misunderstood 
as joining in a crusade against colleges. 

They are indispensable for their purpose — the education of the pro- 
fessional classes. Nor do I altogether condemn our common schools. They 
too are invaluable, though the causes indicated have much impaired their 
value and efficiency. The thing needed is that common schools be put upon 
an independent basis and the whole policy of their instruction adapted to 
the real, practical, living wants of the mass of the community. In view of 
these considerations then the duty of the state seems plain. It is not to 
legislate for class interest, but for the whole people. Educationally, there- 
fore, its first great interest is the common school. The only question is this : 
When the state passes from the common to the higher schools, by what prin- 
ciple shall it be guided in bestowing its influence ? To this I reply that it 
is committed to the common school and is not at liberty to forget it. It is 
pledged to educate in the best manner possible, all the children of the state. 
To give them such an education as shall not make them ashamed of their 
vocations, but educate them in and for their vocations. To make them 
intelligent farmers and mechanics and citizens. 

In order to do this, our common schools must be taken out of the hands 
of incompetent teachers, and put in charge of teachers fitted to make them 
what they should be. The state has organized a system of schools — let 
the state see to it that its purposes are not defeated by neglecting the qual- 
ifications of those who have charge of those schools. 

The Normal School for training teachers is a part, an indispensable 
part, of the common school system. It is the only high educational es- 
tablishment which the state, by virtue of its democratic and popular char- 
acter, fis bound to create and sustain. Whether it shall extend aid to other 
higherinstitutions is a question of expediency, but that it shall have a Nor- 
mal school to give character and effect to the common schools is a matter 
of imperative duty. 

The denominations and professions have their aims and interests, 
limited and conflicting — let them have their schools and support them. 
The state has taken in charge the primary education of all classes, without 
favor or distinction, and by virtue of its trust is solemnly bound to adopt all 
reasonable and practical measures for doing this in the best manner possible. 

I^proceed now to notice another important consideration which bears 
upon the case. We require a Normal School, because the subject of ed- 
ucation has undergone an important revolution in its methods and precepts 
which renders the present a fit occasion for organizing an institution that 
shall embody the newer principles and later improvements of the art. These 
improvements are numerous and important. In the first place, there is a 
fundamental change in our ideas of the qualifications of the teacher. 



306 HISTORICAL SKETCH 

Formerly it was only required that the teacher should comprehend 
certain branches of study — should be able to meet an examination in 
writing, reading, geography, and arithmetic. In that scheme the funda- 
mental and most important, a knowledge of the pupil itself, was not required. 
So long as this was the state of things, and wherever this is not allowed, ed- 
ucation becomes a mechanical, monotonous process of imitation and mem- 
orizing, ending in superficial acquisition and a disgust of study. Where the 
function of a teacher is understood to be to write copies, put out words and 
to hear lessons, we can expect little other effect than that the children will 
hate the school and abhor books. But there has been a progress beyond this 
old practice. It is now demanded that the teacher shall understand not 
only the subject taught, but what is of equal, nay higher, importance, shall 
comprehend the nature and peculiarities of the scholar's constitution — 
mental and physical — the laws of their growth and the art of their man- 
agement. This widening of the teachers' vocation is but part of a grand 
process of evolution which is common to all the elements and phases of civ- 
ilization. The arts have gradually unfolded into sciences, blind rules have 
developed into rational principles. 

As the old astrology gradually grew into astronomy, as the old alchemy 
expanded into chemistry, as the rude processes of agriculture have grown 
and are still growing into more rational and consistent methods, so the vo- 
cation of the teacher is undergoing a corresponding change. Education fol- 
lows the same course of transition as the other arts. Long pursued as an 
affair of arbitrary precepts, its maxims, shifting with the caprice of ignorant 
custom, perhaps the least rational and settled of all human arts, we are at 
length beginning to perceive that here, too, is a routine of order, inexorable 
facts to be observed and studied, unchanging principles to be elucidated, 
laws recognized, and science established, here, as in all other departments 
of activity. The locomotion and the modes of transmitting intelligence half 
a century ago do not differ more widely from those of the present, than do 
the primary schools of that time from the best we have today. All branches 
are taught by better methods. Spelling, reading, writing, arithmetic, geog- 
raphy, all the fundamental branches are revolutionized in their modes of 
management from the discovery and adaptation of new and better principles. 

As a result of this change in the philosophy and practice of education, 
this introduction of new systems and new handling of old subjects, the normal 
school system has sprung into existence. This was inevitable. The old in- 
stitutions could not meet the new demand. All their machinery was adapted 
to the education of adults. They were found to be fundamentally at fault, 
and new institutions had to be created to do new work. These,!known in 
England as training schools and here as Normal Schools, are an outgrowth 
of the popular movement; and against all kinds of adverse influences, the 
influences of pre-existing institutions, the dread of innovation, the love of 
money, they have grown into an organized system in response to a practical 
demand. 

The normal school is not a new f angled or untried speculation. Of the 
230 in Europe and forty or fifty in the United States and Canada, not one 



WINONA STATE NORMAL SCHOOL 307 

has proved a failure. It involves a model school in which teachers are prac- 
tically trained in the methods of instruction and the management of pupils, 
so that when they have graduated, they are ready for efficient work. 

So vital are the interests and so general the recognition of the claims and 
value of this class of institutions, as to give rise to a rational organization. 
There is already a large literature of the subject, and a system of inquiry and 
experiment so complete and efficient as to promise a steady progress in the 
future. 

I proceed now to discuss this question in another aspect, to show that 
the establishment of a normal school will not only be a pecuniary advantage 
to the state, but will be by far the most profitable investment of money that 
it is possible to make. 

I know there are those who scorn to argue this question on what they 
are pleased to term a mercenary basis, nor am I insensible to the lofty con- 
siderations which may be urged in favor of a liberal educational policy. 

But I do not at all sympathize with those who refuse to recognize the 
lower and more solid considerations that bear upon the case. Our nature 
is material, as well as spiritual. Man has a body, as well as a mind, and a 
body before a mind. Material considerations are more imperious than in- 
tellectual or assthetic, and material interests must be first cared for. 

There has been a great deal of poetic and philosophic and theological 
sentimentality expended in decrying bodily and material interests, but the 
good sense of mankind, though listening to it more or less respectfully, has 
condemned it by universal practice. It were better, I think, if much of this 
crude sentimentality were abated, and this vast frame of materiality, this 
bodily apparatus of being, and this physical condition, were more reverently 
recognized as the creation of God, and as embodying His divine purposes. 
I believe in the pure pleasures of the intellect, in the deep satisfaction of a 
liberal culture and large mental resources. But these things are at present 
for the classes who have leisure, and there are plenty of institutions which 
make this their great aim. The education which I advocate, to be promoted 
through the agency of a normal school, is for all the people, and is of that 
practical nature that, while it strengthens and enlarges the mind, it makes 
a person daily and hourly more efficient and valuable in the working rela- 
tions of life. 

I know it is common to point to illiterate persons who have prospered 
in business, and educated ones who have failed, and the examples are abund- 
ant. But these very examples are the supreme proof of my position. I 
have assumed from the beginning that we have had a wrong system of ed- 
ucation for the common people, — a system that has miseducated them and 
in great multitudes of cases actually disqualified them for the daily business 
responsibilities of life. On the other hand, there are numbers who have 
never had this education, and numbers who have forgotten it, who, never- 
theless, meet with eminent success in the world. But if we analyze these 
cases of alleged pecuniary success of ignorance, two or three things will be 
found. First, that such persons have educated themselves in the sharp 
school of actual experience, though knowing nothing of books and schools and 



308 HISTORICAL SKETCH 

literature, they have yet mastered their business; and secondly, it will be 
discovered that these men almost universally deplore their limited oppor- 
tunities and regret that they could not have made themselves more largely 
intelligent upon the subjects in which they are interested. 

There is a great deal of the best sort of education that is without a 
diploma — that has never got itself ticketed. The outside influences, the 
stimulating contracts, newspapers, lectures and politics, travel, the inter- 
mingling of classes, and the competitive pressures and frictions of business, 
are educatory influences of great power, and it cannot fail that great numbers 
should be greatly influenced by them. Indeed, the marked illustrations of 
this principle, the men who have risen to eminence with no institutional aid, 
are already very numerous and are rapidly increasing. 

Education, then, of the right kind, is favorable to worldly prosperity 
and promotive of success in life. There is no situation in which a human 
being can be placed, in which intelligence is not preferable to ignorance and 
stupidity. Men are valuable just in proportion as they can think. It is 
not the most dense and elastic muscle that creates the most wealth ; it is not 
muscle training that is needed, but brain training. The man who is only 
a good animal and has only powerful limbs, is the competitor of the horse, 
and the steam engine, and a new machine may at any time throw him out 
of business. But if he can think and take control of the machine, his ser- 
vices at once take a higher value. Labor saving machines — boundless cre- 
ations of wealth, are coming into constantly increasing use, but they are 
hindered from coming as fast as they otherwise would, they are prevented 
from doing their utmost service and often rejected when valuable, owing 
to the lack of intelligence and incapacity of the people to manage them. 
Implements, labor-saving and life-saving, are refused admission into the 
kitchen and household in consequence of women's ignorance of the rudiments 
of mechanics, and the same thing, though perhaps to a less extent, takes 
place upon the farm. Our age has been called a mechanical age; it is so; 
but it is more than that, it is becoming scientific. As our arts grow into 
practical and applied sciences, rules are changed to principles, and to control 
an operation we must understand those principles. Daily and hourly and 
almost constantly, a knowledge of the principles involved in the thing in 
hand confers power, saves strength, opens economic short-cuts, and multi- 
plies productive efficiency. A man that understands the system of animals 
can feed them with more profit and economy than he who does not. A 
knowledge of the character of soils confers power upon the cultivator of soils 
to work them with more skill and permanent benefit. 

In fact, such is the advance now made in the knowledge of the indus- 
trial arts — such is the higher state of intelligence upon these subjects, that 
for ordinary purposes a higher standard of knowledge is required. As new 
methods force themselves into use, and the more intelligent adopt them, the 
standard is elevated for all. Not to speak of the multitudes of new voca- 
tions that are continually arising, as those of engineers, telegraph operators, 
photographers, etc., each of which demands a peculiar kind of knowledge, 
all the industrial occupations are undergoing improvements which demand 



WINONA STATE NORMAL SCHOOL 309 

more and more intelligence in their operators. When the industrial products 
of all nations were brought together in 1851, and exhibited in the London 
Crystal Palace, the inevitable effect was at once to establish comparison be- 
tween the different constructions, and show the point of advancement to 
which each nation had attained. The world then saw that England was 
behind France in the taste and perfection of her artistic products. It was 
then easy to see that England must overtake France or lose the world's 
markets. But how could this be done? The imperfection of her products 
simply showed that England was behind in knowledge and the simple and 
only remedy was educational, that is, to procure intelligence. 

Consequently there was at once established throughout Great Britain 
a large number of industrial and polytechnic schools for the express purpose 
of educating her artisans in those particulars where the English were deficient. 

After eleven years of experience and preparation, the representatives 
of industry were again assembled at the international exhibition of 1862. 
The fruit of English sagacity and enterprise was then apparent. She had 
made an immense stride forward, and in many departments had equalled, 
while in others she had actually surpassed her continental neighbors. 

This is only a single one of which the whole course of civilization, rightly 
viewed, might be taken as an illustration. Energy of character, directed by 
intelligence, has ever been, as it is now, the secret, alike of individual and 
national prosperity. New England stands this day the world's noblest ex- 
ample in these respects. Her common schools and her pecuniary prosperity 
stand in the relation of cause and effect, and that she appreciates this funda- 
mental fact is shown in her prompt and vigilant measures to improve and 
perfect them. 

If we take agriculture, the great business of our state, the foundation 
and the fountain of our wealth, no observing man can for a moment deny 
that its various operations are undergoing progressive changes, which de- 
mand more and more thought on the part of farmers. Of course, while the 
soil is new and rich, it will respond abundantly to any culture, and the care- 
less, slovenly, routine farmer will do well, and if he has energy and steadiness 
can make money. But no soil is so fertile that time and brainless manage- 
ment will not impoverish and exhaust it. The history of the agriculture of 
this continent is a mighty confirmation of the principle I have now stated. 
It has been for two hundred years a steady course of exhaustion and im- 
poverishment, until vast tracts of country, originally the most productive 
in the world, have come to be abandoned as hardly worth the taxes. Even 
within recent years — within the memory of most of us, there has been a 
steady decline in the productiveness of the choicest lands of the country. 
The census shows that within a generation or two, the rich tracts of western 
New York and northern Ohio have fallen sixty per cent in their wheat bear- 
ing fertility. I know it is hard to arrest this tendency. The enterprise of 
our people — the uncontrollable passion for immediate results, the weak- 
ness of their local attachments, and the consequent readiness with which 
they migrate from less fertile to more fertile regions, make it difficult to ar- 
rest this powerful and injurious tendency. 



310 HISTORICAL SKETCH 

But a state that has statesmen to guide its destinies, is bound to pro- 
tect itself by all possible expedients against the calamitous consequences of 
this suicidal policy. Individuals do not care ; they can leave the state at any 
time, and are ready to do so the moment they can better their circumstances. 
But the state should have a regard for its own life interests, and, looking 
forward to the future, in the light of these tendencies, should shape its pres- 
ent policy so as to avoid future evil. Now there is but one possible way to 
do this, and that is by increasing the intelligence of the rising generation 
of farmers, and deepening their intellectual interests in their business. This 
will have the double effect of immediately augmenting the wealth of the com- 
munity, and, to the same degree, of protecting the state from that decline 
which a blind and thoughtless system of culture will produce. 

It is superfluous at this day to argue the advantage of intelligence to a 
farmer. In every department of his business it increases his power, and, 
consequently, his wealth. A knowledge of soils and fertilizers, of the breed- 
ing and management of stock, of fruit-growing and the care of trees, of the 
economy and the diseases of plants and the insects that injure them, of the 
principles of taste which should govern the arrangement of his premises, 
and the principles of order that should control the management of his busi- 
ness, confers upon the farmer the ability to increase the value of his produc- 
tions and property; and a state policy which provides for such intellectual 
improvement is most directly calculated to increase the general wealth. 
The validity of these statements is everywhere admitted and is being very 
generally acted upon. Agricultural schools and colleges have sprung up in 
great numbers within the past twenty years, both in Europe and in this 
country. It is everywhere recognized that the better education of the ag- 
ricultural classes is both an advantage and a necessity. 

The tide of human knowledge that has been slowly rising for the last 
three hundred years, and which has invaded field after field of human activ- 
ity, has only recently reached that of agriculture, and, hence, the sudden- 
ness and urgency of the demand for a specific intellectual culture in this 
direction. But while I am glad to see agricultural institutions established, 
and wish them all prosperity, I am, nevertheless, clearly of the opinion that 
they are not the best institutions for accomplishing their purpose. So far 
as state assistance is concerned, they are liable to the same objection that 
colleges for the exclusive benefit of engineers, horse-doctors, or any other 
classes of the community. But while the state cannot be too careful how 
it legislates for the interests of classes, on the other hand, it cannot be too 
liberal in its aid to all classes through the common school. And as the agri- 
cultural class is by far the most numerous and important, prominent atten- 
tion should be given to its educational interests in common schools. If it 
be objected that our common schools have no time for this, that the ac- 
quisition of the common branches occupies all the time, I reply, it is for this 
very reason that we require a normal school for the better training of teachers, 
in order that time can be gained for the accomplishment of more work. I 
have before stated that from the ignorance of teachers, there is at present in 
our common schools an incalculable waste of time and power. 



WINONA STATE NORMAL SCHOOL 311 

A better method will not only afford us better instruction and a better 
discipline, but a more rapid acquisition and the mastery of a larger range of 
studies. For example, in the common method of teaching arithmetic we 
have many rules and problems with but very partial reference to the daily 
practical necessities of the pupils in after-life. Hard sums are plentifully 
distributed for purposes of perplexity, and the boys drive away at them 
winter after winter to very little valuable purpose. 

Now, an intelligent, well-trained teacher will not only make the rudi- 
ments of numbers a much more pleasant and rapid acquisition to children 
by means of concrete objects, but he will reduce numbers to immediate prac- 
tice, applying thereto other subjects of study. Primary book-keeping would 
be an application. It is easily learned, is a carrying out of arithmetic, and 
when once made familiar to the mind, becomes of the highest value through 
life for all. Who can estimate the advantage, the positive money advan- 
tage that would accrue to the farmers of this state, if they had been taught 
the elements of book-keeping in the common schools. 

Not only in their business relations would the benefit appear, avoiding 
neighborhood quarrels and the cost of litigation, but, if properly applied, to 
the internal economy of the farmstead, the improvement of habits that 
would result would be beyond calculation. 

I invite attention now to a final reason which bears upon the case. 
We require a normal school, liberally endowed and well organized — an ih- 
institution whose aim shall be to improve and perfect the common school 
system, because the character of our state is involved. If we neglect our 
common school system or fail to do our best to elevate it, we shall not only 
Ourselves directly and immediately suffer, but our state will lose position 
among our sister states, and with a reputation for backwardness or care- 
lessness concerning popular education, we lose a powerful element of at- 
traction to bring strangers in our midst. For, say what you will, we live 
in an age of ideas, when men and states are measured by their thoughts and 
by their interest in thought We are not attracted to ignorance in a man, 
we are repelled from it; and so ignorance in a state, or a lack of appreciation 
of the value of general education as expressed in public institutions, stamps 
the reputation of the state and becomes a large factor — a repidly increasing 
factor in her position and relation to the age. The units of society in this 
country are characterized by more nobility than in any other nation or at 
any other period of the world. 

The equilibrium of individual positions is more unstable — slighter 
causes remove men from place to place than anywhere else. Our states are 
new — lands are fertile and cheap, and the western states draw men with 
a mighty power, not only from the East but also from the Eastern Continent. 
Our policy is to encourage emigration — to hold out all possible inducement 
to men to come and cast their lot with us. 

Now it may be granted that there is a certain class of people, who, in 
choosing a home, are moved by the very lowest considerations. These are 
men so ignorant that they cannot appreciate the value or importance of 
education, and to such it is of small account what provision the state may 



312 HISTORICAL SKETCH 

make in this matter. But recollect, that this class of men, although, of 
course, valuable, is the least valuable of all who come to us. We want well- 
informed, enterprising men, with intelligent families and accumulated cap- 
ital. The East is full of this class, and there is an extensive disposition 
amongst them to come west. But they are held back by apprehensions 
concerning western society, and the facilities for education constitute an all- 
determining fact in the matter. Unless gentlemen will stop to reflect, they 
will hardly become aware of the import of this circumstance. We all under- 
stand how it is that in the East seats of learning become seats of wealth. 
Gentlemen of leisure and wealth gather there to educate their families, and 
enjoy intelligent, refined society. In the East, families are constantly mov- 
ing, and their movements are largely determined by this circumstance. 

I knew a gentleman, worth nearly half a million, change from one village to 
another, selling out his property, because in one they had a first rate system 
of public schools and in the other the whole subject was neglected. Nor is 
this all. Instances are numerous in which gentlemen make their fortunes 
in the west, and then return eastward with their families to enjoy the bless- 
ings of education. I tell you, sir, that you cannot overestimate the power 
of this influence. It weighed upon my own mind in coming west, and it was 
the fact of the munificent appropriation of lands to this state for a common 
school fund, and the future pre-eminence of the state which I thought I dis- 
covered in that fact that weighed strongly in determining my course. Min- 
nesota is favored in every other respect; the question now is, shall her ed- 
ucational advantages be made to equal her other points of attraction, or 
shall she win an unenviable notoriety, neglect her high opportunities, and 
fall into the rear camp of state progress and be pointed at as unworthy of 
her position and opportunities? 

This state must have a normal school; in time she must have several. 
The thing is entirely indispensable. The necessity of the institution as a 
complement of the common school system — as the only mode of rendering 
it highly efficient and valuable, is everywhere acknowledged, and the insti- 
tutions are everywhere springing up. They, of course, at first fulfill their 
end but partially. They are themselves imperfect. But by their very 
nature and structure they are capable of improvement, and will keep pace 
with the progress of knowledge. 

I have a state pride in this matter. I shall be ashamed to live in a 
state which has so little appreciation of its own highest interest as to consent 
to rank second rate in this respect. Nor should there be any delay in enter- 
ing upon and carrying out these important measures of improvement. The 
first step is always the most difficult, and the sooner it is taken, the better. 
There is not a year to be lost, as well for the sake of our reputation abroad 
as for our advantage at home. 



WINONA STx\TE NORMAL SCHOOL 313 

COMMENCEMENT ADDRESSES 

Class addresses did not become a regular feature of the commencement 
exercises until in the later' nineties ; tho in 1882, 1887 and 1888 Hon. D. L. 
Kiehle delivered class addresses, as did Rev. Levi Gilbert, D. D., in 1890* 
From 1898 to date the facts are here given : 

1898 March. William L. Tomlins, "Music: Its Nature and Its Influences." 

1899 March. Dr. Irwin Shepard. 

1899 June. Prof. J. C. Freeman — "Does It Pay?" 

University of Wisconsin. 

1900 Rev. Henry M. Simmons — "The Worth of a Man." 

1901 Dr. Samuel G. Smith — "Social Problems." 

1902 Prof. Frederick J. E. Woodbridge — "Liberal Education." 

1903 Hon. Moses E Clapp, U. S. Senator from Minnesota. 

1904 Marion D. Shutter, D. D. — "The Lessons of American History." 

1905 Miss Jane Addams — "Modern Education and Social Progress." 

1906 Dean George F. James — "Lessons from the Japanese." 

1907 Prof. John M. Coulter — "Elements of Power." 

University of Chicago. 

1908 Prof. Herbert L. Willett — "Some Educational Ideals." 

University of Chicago. 

1909 Prof. Albion Small — "The Social Century." 

University of Chicago. 

1910 Prof. G. O. Virtue — "The Teacher in a Republic." 

University of Nebraska. 



PRUDENTIAL COMMITTEES AND RESIDENT DIRECTORS 

1859-1862 Dr. J. D. Ford, William S. Drew, David Burt, S. J. Smith, 

Treas. 
1862-1864 School closed. 
1864-1866 J. D. Ford, William S. Drew, E. S. Youmans, M. G. Norton, 

Treas. 

1867 J. D. Ford, William S. Drew, E. S. Youmans, A. P. Foster, 

William F. Phelps, Sec, M. G. Norton, Treas. 

1868 Hon. Thomas Simpson, E. S. Youmans, A. P. Foster, Wil- 

liam F. Phelps, Sec, L. C. Porter, Treas. 
1869-1870 Hon. T. Simpson, A. P. Foster, Hon. E. S. Youmans, Sec, 
L. C. Porter, Treas. 

1871 Hon. T. Simpson, Hon. E. S. Youmans, Sec, A. P. Foster, 

L. C. Porter, Treas. 

1872 Hon. T. Simpson, E. S. Youmans, John A. Matthews, L. C. 

Porter. 
Resident Directors 

1873-1885 Hon. T. Simpson 1904-1905 Hon. W. P. Tearse 

1885-1887 Hon. C. H. Berry 1905-1908 Hon. H. L. Buck, 

1888-1904 Hon. C. A. Morey 1909- Hon. S. H. Somsen 



314 HISTORICAL SKETCH 

PRESIDENTS OF THE MINNESOTA STATE NORMAL BOARD 

Name Residence Date Years 

Hon. William Holcombe Stillwater 1858 — 1859 1 

Dr. John D. Ford Winona 1859 — 1867 8 

Rev. H. J. Parker Austin 1867 — 1868 1 

Hon. Thomas Simpson Winona 1868 — 1870 

1876 — 1883 9 

Rev. S. T. McMasters, D. D St. Paul 1870 — 1873 3 

George W. Gage, Esq St. Paul 1873 — 1874 1 

Gen. H. H. Sibley St. Paul 1874 — 1876 2 

Hon. H. B. Wilson Red Wing 1883 — 1888 5 

Hon. W. I. Pattee Northfield 1888 — 1898 10 

Hon. A. T. Ankeny Minneapolis 1899 — 1902 3 

Hon. Charles A. Morey Winona 1902 — 1904 2 

Hon. Alvah Eastman St. Cloud 1905 — 1907 2 

Hon. Ell Torrance Minneapolis 1908 — 

The following named Superintendents of Public Instruction have served 
as Secretary of the Normal Board ex-officio : 

Name Date Years 

Hon. Edward D. Neill 1860— 1861 1 

Hon. B. F. Crary 1861—1862 1 

Hon. David Blakley 1862 — 1866 4 

H. C. Rogers 1866 — 1867 1 

Hon. M. H. Dunnell 1867 — 1870 3 

Hon. H. B. Wilson 1870—1875 5 

Hon. David Burt 1875 — 1881 6 

Hon. D. L. Kiehle 1881 — 1893 12 

Hon. W. W. Pendergast 1893 — 1899 6 

Hon. J. H. Lewis 1899 — 1901 2 

Hon. John W. Olson 1901 — 1909 8 

Hon. C. G. Schulz 1909 — 

DIRECTORS OF THE MINNESOTA STATE NORMAL BOARD 

Name Residence Date Years 

Dr. J. D. Ford Winona 1859 — 1867 8 

Dr. A. E. Ames 1859—1864 5 

Dr. E. Bray Carver 1859— 1861 2 

Rev. Geo. C. Tanner Faribault 1859 — 1864 5 

Lieut. Gov. Wm. Holcombe. . . Stillwater 1859 — 1862 3 

Jas. W. Taylor St. Paul 1860 — 1861 1 

Edward D. Neill St. Paul, ex. off 1860— 1864 4 

David Blakeley St. Paul, ex. off 1864 — 1866 2 

D. H. Frost 1864 — 1867 3 

C. S. Bryant .St. Peter 1864 — 1865. ..... 1 

Rev. H. J. Parker .Austin 1864 — 1872 8 



WINONA STATE NORMAL SCHOOL 315 

Name Residence Date Years 

Joseph Haskell Afton : 1864 — 1868 4 

H. C. Rogers St. Paul, ex. off 1866 — 1867 1 

George W. Prescott St. Paul 1866 — 1868 2 

,N. F. Barnes St. Cloud 1866 — 1868 2 

William S. Drew Winona 1867 — 1868 ...... 1 

M. H. Dunnell St. Paul, ex. off 1867 — 1870 3 

Thomas Simpson. Winona 1868 — 1885 17 

Daniel Buck Mankato 1866 — 1873 5 

Rev. S. T. McMasters St. Paul 1868 — 1874 6 

Rev. Jabez Brooks. Red Wing 1868 — 1871 3 

:Gen. C. C. Andrews. . . , St. Cloud 1868 — 1869 1 

H. F. Blodgett Anoka 1868 — 1871 3 

H. B. Willson St. Paul, ex. off 1872 — 1875 3 

E. D. Porter Mankato 1869 — 1871 2 

Dr. William W. Sweeney Red Wing 1871 — 1874 3 

E. O. Hamlin , St. Cloud 1870 — 1872 2 

Samuel R. Thayer Minneapolis 1870 — 1872 2 

James Brown Mankato 1871 — 1872 1 

Samuel Batchelder Albert Lea 1872 — 1873 1 

Dr. M. C. Tolman St. Cloud 1872 — 1873 1 

George M. Gage St. Paul 1873 — 1874 1 

D. L. Kiehle Preston 1873 — 1881 8 

George W. Austin Mankato 1873 — 1874 1 

Sanford Niles Rochester 1873 — 1884 11 

J. G. Smith St. Cloud 1873 — 1875 2 

Gen. H. H. Sibley St. Paul 1874 — 1875 1 

Rev. G. W. T. Wright Mankato 1874 — 1882 8 

Rev. David Burt St. Paul, ex. off 1875 — 1881 6 

S. C. Gale Minneapolis 1876 — 1883 7 

O. O. Pitcher Mankato 1878 — 1881 3 

Wm. B. Mitchell St. Cloud 1878 — 1902 24 

J. H. Ray Mankato 1881 — 1884 3 

H. B. Wilson Red Wing 1883— 1890 7 

D. L. Kiehle St. Paul, ex. off 1881 — 1893 12 

J. C. Whitney Minneapolis 1884 — 1886 2 

George T. Barr Mankato 1884 — 1885 1 

Charles H. Berry Winona 1885 — 1888 3 

Thomas C. Krutz Moorhead 1885 — 1893 8 

W. S. Pattee Northfield 1887—1898 11 

George H. Clark Mankato 1885 — 1905 20 

Charles A. Morey Winona 1888 — 1904 16 

Allan J. Greer Lake City 1888 — 1893 5 

William E. Lee Long Prairie 1888 — 1895 7 

John Cromb . .Crookston 1891 — 1895 4 

G. N. Lamphere ..' ... . . . .Moorhead 1893 — 1895 2 

A. E. Engstrom '.'.''.'..'.'. .Cannon Falls 1893 — 1897 4 



316 



HISTORICAL SHETCH 



Name Residence 

W. W. Pendergast St. Paul, ex off. 

S. G. Comstock Moorhead 



Date Years 

....1893—1899 6 

. 1895 — 1900 

1903—1907 9 

Andrew Grindeland Warren 1895 — 1900 5 

G. B. Ward Alexandria 1895 — 1900. ..... 5 

W. F. Phelps Duluth. 1897 — 1903 6 

J. H. Lewis St. Paul, ex. off 1899— 1901 2 

*C. A. Nye Moorhead 1900 — 1903 

1907 — 

J. C. Norby Ada 1900— 1903 3 

A. T. Ankeny Minneapolis 1900 — 1903 3 

W. S. Hammond St. James 1900— 1907 7 

John W. Olsen St. Paul, ex. off 1901 — 1909 8 

Alvah Eastman St. Cloud 1902 — 1908 6 

*E11 Torrance Minneapolis 1903 — 

*J. L. Washburn Duluth 1903 — 

Howard Dykman Breckenridge 1903 — 1906 3 

W. P. Tearse Winona 1904 — 1905 1 

*John C. Wise Mankato. 1905 — 

H. L. Buck Winona 1905 — 1909 4 

*H. E. Hoard Montevideo 1906 — 

M. C. Tifft Long Prairie 1907 — 1908 1 

Carl Ekman St. Paul 1908 — 1909 1 

*Karl Mathie St. Cloud 1908 — 

*C. G. Schulz St. Paul, ex. off 1909 — 

*S. H. Somsen Winona 1909 — 

*W. E. C. Ross Blue Earth 1909 — 

* Still serving April, 1910. 



LIST OF ARTICLES LOADED OR DONATED TO THE NORMAL HOME 

Mrs. W. H. Laird: 
5 Pictures 
1 Comforter 

1 Bracket 
Carpet 

Mrs. I. B. Cummings: 

2 Sets of Chamber furniture, 
consisting of a bedstead, 
bureau with looking-glass, 
wash-stand, 2 chairs and 
a towel rack, each. 



Mrs. Kelly: 
1 Rocker 
1 Carpet 



Mrs. Windom: 


1 Bureau 


2 Towel Racks 


1 Wash-stand 


2 Dust Pans 


2 Slop Pails 
1 Clock. 


1 Dipper 

2 Kettles 


12 Jars 
3 Fruit Cans 


1 Looking Glass (small) 
3 Pictures (small) 


1 Rocker 


16 Chairs 


1 Bedstead 


1 Table 


2 Wooden Pails 


2 Brackets 


Some matting 
3 pieces of Crockery 



WINONA STATE NORMAL SCHOOL 



317 



Mrs. Landon: 

1 Wash-stand 
1 Rocker 
1 Book-rack 
Bracket and Motto 

1 Table 

Mrs. Thomas Simpson: 
3 Pillows 

2 pictures 

1 Sofa 

Mrs. L. R. Brookes: 

2 Comforters 

Mrs. S. W. Morgan: 

1 dozen Knives and Forks 

Mrs. Prentiss: 

1 Stove (small) 
1 Lamp 

Mrs. P. H. Hubbel: 
1 Stove 



Normal School: 
1 Table 

1 Umbrella Stand 

Mrs. Fockens: 

2 Pillows 
1 Bolster 
1 Mirror 

1 Marble-top Table 

1 Washbowl and Pitcher 

2 Pieces of Crockery- 
Mrs. J. M. Bell: 

1 Coal Stove 
1 Zinc 

3 lengths of Pipe 
1 Elbow 

1 Bedstead 
1 Mattress 



Mr. Blake: 

1 Wardrobe 

Mrs. Hollingsworth : 
1 Bedstead 

Mrs. C. H. Horton: 
1 Mattress 

3 Comforters 

4 Pillow Shams 

Mrs. Langley: 
1 Comforter 

Mrs. Sloan: 

1 Rag- carpet 

Miss Medick: 

2 strips of Rag Carpet 



Mrs. M. F. Englis: 
3 stands 
2 Rockers 
2 Lamps 

2 Pillows 

3 Comforters 
3 Quilts 

1 Block 

1 Wash Bowl and Pitcher 
9 Sheets 

6 pair Pillow Cases 

2 dozen Napkins 
6 Towels 

2 Brackets 

Mrs. J. L. Norton: 

1 Wash-bowl and Pitcher 

1 Chopping Tray 

1 Bedstead and Spring 

1 Mattress 

1 Feather-bed 

1 Bedtick 



"QUESTIONS PROPOUNDED AT THE FIRST EXAMINATION OF APPLI- 
CANTS FOR ADMISSION TO THE NORMAL SCHOOL." 
GEOGRAPHY 

1. Why are our states called the United States, and how many are there? 

2. Bound Minnesota ; give the sources of its principal rivers, and tell where 

they empty. 

3. What are the principal branches of the Mississippi? 

4. Name several of the largest cities of the West, and tell where they are 

situated. 



318 HISTORICAL SKETCH' 

5. Describe the principal ranges of mountains in North America. 

6. In sailing from the head of Lake Superior to Buffalo, through what 

lakes could you pass, and what cities could you visit? 

7. Mention the political divisions of South America. 

8. In what parts of Africa are the rivers Nile and Niger? 

9. Describe the location, government, and general state of society in Japan. 

10. Mention the empires and kingdoms of Europe. 

11. What is the greatest number of degrees in latitude that any place can 

have; where is the point on the earth's surface, and why cannot 
the number of degrees exceed this? 

12. Define longitude; state (the largest number of degrees that any place 

can have, and show why no place can have more. 

ARITHMETIC 

1. Name and define the fundamental operations in arithmetic. 

2. How does it appear that multiplication is a short method of performing 

addition? 

3. Will you point out the similarity between division and subtraction? 

4. What is the difference between long and short division? 

5. Will you explain the process in subtraction called "borrowing ten and 

carrying one?" 

6. By finding the difference between three pecks and three bushels, will 

you define reduction and give the rule? 

7. What is the difference between a common and a decimal fraction? 

8. In how many ways may common fractions be increased or diminished 

in value? Explain the process in each. 

9. Why does it not alter the value of two or more fractions — say § and f — 

to reduce them to a common denominator? 

10. Explain the difference between the addition of simple and compound 

numbers; give the rule in each operation. 

11. What is interest, and how is it computed on any given sum for any given 

time — say one year and six months? 

12. What is the difference between ratio and proportion? Give an ex- 

ample in each. 

GRAMMAR I 

1. Define grammar and explain the uses of English grammar. 

2. Name the parts into which it is usually divided, and define each part. 

3. Name the parts of speech, and give a definition for each one. 

4. Name and define the properties of the noun. 

5. Describe the methods of forming the plural number of nouns. 

6. Name and define the cases of the noun ; mode of forming the possessive ; 

and give examples of each case. 

7. Name the classes of verbs and define each class. 

8. What are the properties of the verb? Define them. 

9. Parse the verbs in the following sentences: 

"John and Mary will go to school if there is any." 
"Strive to enter in at the straight gate." 



WINONA STATE NORMAL SCHOOL 319 

10. Describe the various classes of pronouns, and explain their several uses. 

11. What is the difference between an adjective and an adverb? 

12. Parse the entire sentence — 

"All who attend the Normal School are expected to be able to 
parse a common English sentence." 



MEMBERS OF FIRST TEACHERS' INSTITUTE 

The following persons enrolled their names as members of the first 
Teachers' Institute of Minnesota, held in connection with the opening of the 
Winona Normal School: Mrs. M. L. Browne, Rochester; Elizabeth Rice 
Samuel Moss, Fannie A. Moss, G. W. Knox, Calista Balcombe, Nancy E. 
Cosgrove, Augusta B. Moss, Rev. P. C. Story, St. Charles; M. C. Story, St. 
Charles; Silas Newcomb, Faribault; Hubert P. Hubbell, G. B. Whipple, G. C. 
Tanner, Rollin C. Olin, Northfield; John F. Chase, Deerin, N. H. ; Robert Wat 
son, Looneyville; Nellie M. Temple, Eliza Knox, L. B. Welch, Jerome B. 
Ireland, Levi E. Pond, Stella M. Shepard, Anna M. White, Greenville; W. P. 
Barker, Ann B. Sargeant, Rose Winters, James H. Jacoby, Mrs. J. H.Jacoby, 
Clara Atwater, Harriet N. Tucker, George Baldwin, H. A. Stevens, Helen M. 
Keeler, J. C. Brewer, St. Charles; Some D. Balcombe, Edmond Ely, G. F. 
Hubbard, H. Ranney, J. R. Conde, Dr. M. V. Stuart, Sarah C. Temple, Mary 

E. Temple, C. McVane, Red Wing; D. C. Lyon, Louisa Worthington, George 

F. Freeman, Mary E. Winters, Isabel I. Waldo, Sallie E. Hollinshead. 



320 HISTORICAL SKETCH 

CHRONOLOGICAL LIST OF LEGISLATION CONCERNING THE 
NORMAL SCHOOL SYSTEM OF MINNESOTA OR 
THE WINONA NORMAL SCHOOL i 

1. ACT OF AUGUST 2, 1858. 

An Act to provide for the Establishment of the State Normal Schools. 

For this act see pages 17-19. 
Gen. Laws of Minn., 1858, Ch. LXXIX, p. 261. 

2. ACT OF MARCH 10, 1860. 

An Act to amend an act entitled "An Act to provide for the Establishment of State 
Normal Schools," approved August 2, 1858. a&.g |U 

Sec. 1. For the purpose of aid in erecting the State Normal School building, 
the Board of Directors, or a majority of them, are hereby empowered 
Directors may sell to dispose of, sell, and convey all property donated to the State, for 

property donated the establishment of a State Normal School at Winona, except so 

to State. much as may be necessary for the use of said school, and the Presi- 

dent of the Normal Board of Directors, is hereby empowered to con- 
vey and make title to all property necessary to be sold. 
Gen. Laws of Minn., 1860, Ch. XXX, pp. 185-86. 

3. ACT OF FEBRUARY 29, 1860. 

An Act to suspend an act entitled "An Act for the Establishment of State Normal 
Schools." 

Sec. 1. That the act to provide for the establishment of State Normal Schools 
passed August second, eighteen hundred and fifty-eight, be and the 
Suspension of Act same and every part thereof, is hereby suspended for the term of 

for five years. five years from the passage of this Act, and no proceedings or acts 

shall be had or done under or by virtue of the same, and the same 
shall be of no validity whatever for and during said five years; Pro- 
vided, That nothing in this Act contained shall be construed as ap- 
plying or in any manner affecting the State Normal School at Winona 
already established at Winona. 
Gen. Laws of Minn., 1860, Ch. LXXXI, p. 268. 

4. ACT OF FEBRUARY 19, 1864. 

An Act to appropriate money for defraying the expenses of the Normal School at 
Winona. 

Sec. 1. That the sum of three thousand dollars for the year one thousand eight 
hundred and sixty-four, four thousand dollars for the year one thou- 
Appropriation for de= sand eight hundred and sixty-five, and five thousand dollars annual- 
fraying the expenses of ly thereafter, be and the same is hereby appropriated out of any 
Normal School — what money in the treasury not otherwise appropriated, for defraying the 
amount annually — to expenses of the Normal School at Winona, the same to be paid on 
be expended under warrants drawn by the President, and countersigned by the treasurer 

direction of Board. of the Normal School Board, and that on presentation of such war- 

rants to the State Auditor it shall be his duty to draw warrants on 
the State Treasurer for a like amount, such money to be expended 
under direction of the Normal School Board, as provided by law. 
Gen. Laws of Minn., 1864, Ch. LXXV, p. 145. 



1. This list is not completely exhaustive. 



WINONA STATE NORMAL SCHOOL 321 

5. ACT OF MARCH 3, 1865. 

An Act to continue in force Chapter eighty-one of the Session Laws of eighteen hun- 
dred and sixty, being an Act entitled "An Act to suspend an Act entitled 'An Act for 
the establishment of State Normal Schools.' " 

Section 1. That the provisions of chapter eighty-one of the session laws of 

Extension of time for eighteen hundred and sixty, being an act entitled "An act to sus- 

the establishment of pend an act entitled 'An Act for the establishment of State Normal 

Normal Schools. Schools.' " be and the same are hereby continued in force for the 

further term of five years from the passage of this act. 

Gen. Laws of Minn., 1865, Ch. XII, pp. 36-37. 

6. ACT OF FEBRUARY 6, 1866. 

An Act to appropriate money for the erection of a building for the State Normal School 
at Winona. 

Sec. 1. That the sum of ten thousand dollars be, and the same is hereby, ap- 
propriated out of any money in the treasury not otherwise appro- 
Appropriates money for priated, to be expended in the erection of a building for the State 
State Normal School. Normal School at Winona; the same to be paid on warrants drawn 

by the President and countersigned by the Treasurer of the State 
Normal School Board; and that on the presentation of such warrants 
to the State Auditor, it shall be his duty to draw warrants on the 
State Treasurer for a like amount; such money to be expended under 
the direction of the Normal School Board, asjprovided by law . &, g&j 
Gen. Laws of Minn., 1866, Ch. II, p. 3. ... . ^*..HlL&Ali .:..:-. 'MM 

7. ACT OF MARCH 7, 1867. 

An Act to appropriate money for the erection of a building for the State Normal School 
at Winona. 

Sec. 1. That the sum of fifty thousand dollars be and the same is hereby ap- 
propriated out of any money in the treasury not otherwise appro- 
Appropriation, priated, to be expended in the erection of a building for the State 
Normal School at Winona, the same to be paid on warrants drawn by 
the President and countersigned by the Treasurer of the State Normal 
School Board, and that on the presentation of such warrants to the 
State Auditor, it shall be his duty to draw warrants on the State 
Treasurer for like amount, such money to be expended under the 
direction of the Normal School Board as provided by law: Pro- 
vided, That no more than one-half of said sum shall be paid out of 
the treasury until after the first day of April, A. D. 1868. 
Sec. 2. It shall be unlawful for the State Normal Board, and the same shall 
have no authority to erect or contract for the erection of any build- 
Umitation of ings for said normal school which when completed ready for use shall 
expenditure. have cost the state a greater sum than the amount hereby appro- 
priated therefor, exclusive of appropriations heretofore made for 
the same purpose. 
Gen. Laws of Minn., 1867, Ch. V. p. 5. 

8. ACT OF MARCH 9, 1867. 

An Act to amend section eight of chapter thirty-seven of the General Statutes, relating 
to State Normal Schools. 

Section 1. That section eight of chapter thirty-seven of the general statutes 
Directors to be be amended so as to read as follows: 

sworn. Section 8. Each director of the normal board, before entering upon the 

duties of his office, shall take and subscribe an oath to support the 
constitution of the United States, and of the state of Minnesota, and 
faithfully to execute the trust and discharge the duties of his office. 



322 HISTORICAL SKETCH 

They shall hold their offices for four years, except as otherwise pro- 
vided. The normal board shall elect one of their number president, 
who shall continue in office two years, and until his successor is 
chosen, and they shall appoint some suitable person as treasurer, 
who shall hold office for one year, but may be removed at any time 
at the pleaisure of the board. The treasurer, before entering upon 
the duties of his office, shall give a bond to the state of Minnesota, in 
the penal sum of fifty thousand dollars, faithfully to execute and 
discharge the duties of his office. 
Gen. Laws of Minn., 1867, Ch. VI, p. 6. 

9. ACT OF FEBRUARY I, 1868. 

An Act to regulate the number of Directors of the State Normal Board of Instruction. 

Section 1. The State Normal Board of Instruction shall consist of seven di- 
Normal Board of Instruo rectors, one from each judicial district, and the state superintendent 
tion — of whom to con- of public instruction, who is ex-officio a member thereof, and is 
sist — a secretary of secretary of said board. 

said board. 

Sec. 2. The said directors shall be elected as provided by law in sections even, 
How directors elected. chapter thirty-seven, of the general statutes. 

Sec. 3. All acts and parts of acts inconsistent with this act are hereby 
Repeal of repealed. 

i nconsistent acts. 

Gen. Laws of Minn., 1868, Ch. II, p. 7. 

10. ACT OF MARCH 4, 1868. 

An Act to amend Chapter Six. of the General Laws of One Thousand Eight Hundred 
and Sixty-Seven, "An Act to amend Section Eight, of Chapter Thirty-Seven, of the 
General Statutes, relating to State Normal Schools." 

Section 1. That section one, of chapter six, of the general laws of one thousand 
eight hundred and sixty-seven, be amended by adding to said sec- 
Board to appoint tion the following: And said board shall appoint some suitable per- 
Treasurer for each son treasurer for each normal school hereafter organized, who shall 
Normal School. be the custodian of all funds donated, appropriated, or belonging to 
said school, subject, however, to the control of the board. He shall 
hold his office for one year, unless' sooner removed by the board; and 
before entering upon the duties of his office, heshallexecuteapenal 
bond to the state of Minnesota, for the faithful performance of the 
duties of his office, the amount of which bond shall not be less than 
twenty thousand dollars; and said treasurer shall execute a new 
or additional bond when required by the board, in such sum as said 
board shall deem necessary. 
Gen. Laws of Minn., 1868, Ch. Ill, p. 8. 

11. ACT OF MARCH 5, 1869. 

An Act to appropriate money for completing and furnishing a building for the State 
Normal School at Winona. 

Section 1. That the sum of thirty-four thousand dollars, or so much thereof 
as may be necessary, be and the same is hereby appropriated out of 
Appropriation for any money in the treasury not otherwise appropriated, to be ex- 

Normal School at pended in completing and furnishing a building for the state normal 

Winona — how to school at Winona, the same to be paid on warrants drawn by the 

be expended. president and countersigned by the treasurer of the state normal 

board, and that on the presentation of such warrants to the state 
auditor, it shall be his duty to draw warrants on the state treasurer 
for a like amount, such money to be expended under the direction 



WINONA STATE NORMAL SCHOOL 323 

of the normal school board as provided by law. Provided, That no 
more than one -half of said sum shall be paid out of the treasury until 
after the first day of April, A. D. one thousand eight hundred and 
seventy. 
Gen. Laws of Minn., 1869, Ch. VIII, p. 12. 

12. ACT OF JANUARY 20, 1869, 

An Act to authorize the President of the State Normal School Board to sell and con- 
vey the real estate donated to the State of Minnesota for the establishment of the Nor- 
mal School at Winona. 

Section 1. For the purpose of aiding in the erection of the state normal schoo 
building at Winona, the president of the state normal school board 
President empowered by and with the consent of said normal school board, is hereby em- 

to sell real estate — powered to dispose of, sell, and convey, all the real estate donated 

for what purpose. prior to the passage of this act, to the state of Minnesota for the es- 

tablishment of the state normal school at Winona, except the block 
on which the normal school building is erected, and the said presi- 
dent of the state normal school board is hereby empowered to convey 
and make title to all of said property which may be sold. 
Gen. Laws of Minn., 1869, Ch. IX, p. 13. 

13. ACT OF MARCH 4, 1870. 

An Act to appropriate money to Conrad Bohn for balance due him for labor and ma- 
terials furnished in the Normal School building at Winona. 

Section 1. That the sum of eight thousand eight hundred and seventy dollars 
be, and the same hereby is appropriated out of any money in the 
Appropriation to pay treasury not otherwise appropriated, for the purpose of paying Con- 

balance due on first rad Bohn, his representatives (or) assigns, for and on account of that 

normal school contract, balance owing and unpaid on the building constructed as reported 
by the state normal board in their report for the year ending Novem- 
ber thirtieth, one thousand eight hundred and sixty nine. 
Sec. 2. Said sum of money mentioned in the first section of this act shall be 
paid on warrants drawn by the president and countersigned by the 
How drawn — secretary of the state normal board. Upon presentation of said 

how expended. warrants to the state auditor at any time on or after the first day of 

May, one thousand eight hundred and seventy, he shall draw his 
warrant or warrants on the state treasurer for the amounts named 
in the warrants of said president and secretary, not in all exceeding 
the said sum of eight thousand eight hundred and seventy dollars, 
and said money so drawn upon said warrants shall be expended under 
the direction of said state normal board, in payment of said demand 
in favor of said Bohn, on account of said buildings contract as be- 
fore stated, and for no other purpose. 
Gen. Laws of Minn., 1870, Ch. CXV, p. 197. 

14. ACT OF MARCH 3, 1871. 

An Act to appropriate money to pay indebtedness of First State Normal School. 

Section 1. There is hereby appropriated out of any money in the state treas- 
ury not otherwise appropriated, the sum of ten thousand 
To pay indebtedness seven hundred and fifty-four dollars and eighty-four cents, to be 

of First State Normal expended in paying balance due on account of building, furnishing. 
School — How appro= and running expenses of the first state normal school at Winona, 
priation may be drawn, the same to be paid on warrants drawn by the president of the nor- 
mal school board, and countersigned by the secretary thereof. Up- 
on the presentation of such warrants to the state auditor, he shall 
forthwith draw warrants on the state treasurer for the amount named 
in the warrants of the said president and secretary, not exceeding 



324 



HISTORICAL SKETCH 



in all the said sum of ten thousand seven hundred and fifty-four 
dollars and eighty-four cents, and the money drawn upon said war- 
rants shall be expended under the direction of the state normal board 
in paying the indebtedness as aforesaid. 
Gen. Laws of Minn., 1871, Ch. CVIII, p. 180. 

15. ACT OF MARCH 2, 1872. 

An Act to amend section eleven (11) of chapter thirty-seven (37) of the general statutes, 
in relation to State Normal Schools. 

Section 1. Section eleven (11) of chapter thirty-seven (37), of the general 
statutes, in relation to state normal schools, is hereby amended so 
as to read as follows: 



Amendment to section 
11, chapter 37, General 
Statutes. 

Sec 



No charge for tuition, 
upon engaging to be- 
come teachers. 



Diploma not a 
certificate 



Normal Schools 
how named. 



11. There shall be no charge for tuition to persons who may be ad- 
mitted to the privileges of the state normal schools, and who shall 
engage to become teachers in the public schools of the state for such 
times and on such conditions as shall be prescribed by the norma 
school board. All students, after passing through the regular course 
of study prescribed for the normal schools, shall be entitled to receive 
an examination as to their qualifications to teach in the common 
schools of this state, by the principal of the normal school, and, if 
after such examination, the student so examined shall be deemed 
qualified to teach in said common schools, a diploma shall be given 
to said student, signed by the principal of the normal school and the 
president of the normal school board. 
Gen. Laws of Minn., 1872, Ch. V, p. 50. 

16. ACT OF MARCH 7, 1873. 

An Act for the regulation and government of the State Normal Schools. 

Section 1. The normal schools heretofore established to educate and prepare 
teachers for the common schools of this state, shall hereafter be 
designated and known as the state normal school at Winona, the 
state normal school at Mankato, and the state normal school at St. 
Cloud, respectively. 
The governor of this state shall, on or before the firstFridayin March, one 
thousand eight hundred and seventy-three, nominate and appoint by 
and with the advice and consent of the senate, six normal school di- 
rectors, not more than one of whom shall be residents of the same 
county, who, together with the state superintendent of public in- 
struction, shall constitute the state normal school board. Three of 
the directors so appointed shall hold their offices for two years, and 
the remaining three for four years from the first day of June, one 
thousand eight hundred and seventy-three. The terms of office of 
each director so appointed shall be designated by the governor on 
the last Tuesday in February, one thousand eight hundred and 
seventy-five, and biennially thereafter, the governor, by and with 
the advice and consent of the senate, shall appoint three directors to 
fill the vacancies occurring under the provisions of this act, and each 
of whom shall hold his office for four years from the first day of June 
next succeeding his appointment. The governor shall also, by and 
with the advice and consent of the senate, fill all vacancies that may 
arise, by reason of death, resignation, or otherwise; Provided, 
Further, That one member of said board, and no more, shall be ap- 
pointed from each of the counties of Winona, Blue Earth and Stearns. 
The officers of the state normal school board shall be a president and 
secretary. The members of the board, at their first session and bi- 
ennially thereafter, shall elect by ballot, from their own number, a 
president. The state superintendent of public instruction shall be 
the secretary of the board. 



Sec. 2. 



State Normal School 
Board. 



Director's term 
of office. 



Vacancies filled how. 



Sec. 3. 



Officers of the board. 



WINONA STATE NORMAL SCHOOL 



325 



Sec. 4. Each member of the state normal school board, before entering upon 

the duties of his office, shall file with the secretary of state an oath 

Official oath. to support the constitution of the United States, and of the state of 

Minnesota, and that he will well and faithfully discharge the duties 

of his office. 

Sec. 5. The state normal school board shall have the general supervision, man- 
agement and control of the state normal schools, and of all the 
Powers and duties property, real and personal, thereunto appertaining. They are 

of the board. hereby authorized and empowered to contract for the erection of all 

buildings connected with the schools under their charge, to appoint 
all professors and teachers in said schools, to fix the salaries of the 
same, to prescribe the courses of study, the conditions of admission, 
and generally to adopt all such rules and regulations as may be 
necessary to secure the highest efficiency of the schools. It shall be 
the duty of the board as a whole, or through committee of their own 
number, to visit and thoroughly to inspect the grounds, buildings, 
modes of instruction, and the discipline and management of each 
school at least once during each term. They shall report to the 
Must report what. governor, on or before the first day of December in each year, through 

their president, the condition of each school, its receipts and dis- 
bursements, its wants and prospects, together with such recommen- 
dations for its improvement as they may deem proper and necessary. 

Sec. 6. The state normal school board shall have power to organize, in connec- 
tion with each normal school, such model schools as they may deem 
Model Schools. expedient for the illustration of the best methods of teaching and 

government; Provided, That no more than one teacher shall be em- 
ployed in either of the model schools, except at the school at Winona, 
where the education of the soldiers' orphans is provided for, the 
board may employ one additional teacher at its discretion. 

There shall be no charge for tuition, the use of text books, or for in- 
cidental expenses to the students of any normal school, who shall 
have filed with the principal thereof a declaration of intention to en- 
gage in the work of teaching in the common schools of this state, for 
not less than two years after his or her connection with said school 
shall cease. The board may fix such rates of tuition for pupils in 
the model school as in their judgment may be equitable and just. 
The board may fix such rates of tuition for students not intending 
to teach, as in their judgment may be equitable and just. 

The member of the board residing at the location of each normal school, 
respectively, shall receive and disburse, under the direction of the 
board, all moneys accruing in any manner to such school, and shall 
keep a full and accurate account of such receipts and disbursements, 
including the receipts from tuition in the model schools, and shall 
report the same to the board whenever they shall so direct. He shall 
Must Qive give a bond, payable to the state of Minnesota, in such sum as the 

Bond board shall direct, with one or more sureties, to be approved by them, 

for the faithful performance of the duties mentioned in this section. 

Sec. 9. The members of the state normal school board, except the superin- 
tendent of public instruction, shall be reimbursed for the actual 
Expenses of board expenses incurred by them while engaged in duty for the normal 

how paid. schools, said expenses to be paid out of the current fund belonging to 

the several schools. 

Sec. 10. All warrants upon the state auditor for defraying the expenses of the 
Warrants state normal schools shall be drawn by the president and counter- 

how drawn. signed by the secretary of the board. 



Sec. 7. 



Normal School 
tuition free to whom. 



Rates fixed by 
board for whom. 

Sec. 8. 

Disbursing director 
for each school. 



326 



HISTORICAL SKETCH 



Sec. 11. Nothing contained in this act shall be so construed as to impair or 
Obligations of annul any right or obligation , existing in behalf of, or against the 

state unaffected by act. state of Minnesota, in relation to the state normal schools at Winona, 
Mankato, or St. Cloud. 



Sec. 12. 

Board must keep 
expenses within the 
appropriation. 



It is hereby made the duty of the state normal board to limit the 
number of teachers, and their compensation, and all other annual 
expenses thereof, to the amount appropriated by the legislature for 
that purpose, and all expenditures made by said board in excess 
of the sum so appropriated, and are hereby declared to be unlawful 
and void, and shall be deemed a malfeasance on the part of said 
board, for which the members thereof can be removed from office by 
the governor. 

Sec. 13. All acts and parts of acts inconsistent with the provisions of this act 
Act takes effect. are hereby repealed. • 

Gen. Laws of Minn., 1873, Ch. II, pp. 89, 90, 91, 92. 



17. ACT OF MARCH 11, 1873. 

An Act to appropriate money for the support of the State Normal Schools. 

Section 1. There is hereby appropriated out of any money in the state treas- 
ury, not otherwise appropriated, the sum of seven thousand dollars 
Appropriation for for the year one thousand eight hundred and seventy-three, and 

normal school at additional to the sum now annually appropriated, for the support 

Winona. of the first state normal school at Winona, the same to be paid on 

warrants drawn by the president of the state normal school board 
and countersigned by the secretary thereof. 



State Auditor's duty. 



Sec. 4. Upon the presentation of such warrants to the state auditor, he shall 
forthwith draw warrants on the state treasurer for the amount named 
in the warrants of said president and secretary, not exceeding the 
said sums of seven thousand dollars for said first state normal school 
and the said sum of five thousand dollars for said second state normal 
school, and the said sum of one thousand dollars for said third state 
normal school for the year one thousand eight hundred and seventy- 
three, and the money drawn upon said warrants shall be expended 
under the direction of the state normal board of instruction, as pro- 
vided by law, and for the support of said state normal schools. 
Gen. Laws of Minn., 1873, Ch. CXXII, pp. 245-6. 



18. ACT OF JANUARY 21, 1874. 

An Act to authorize the appointment of President of the State Normal School Board 
in case of vacancy. 

Section 1. Whenever from any cause, a vacancy shall exist in the office of 
President of the state normal school board, and said board shall not 
Vacancy how filled. be in session at a regular meeting thereof, the governor may appoint 

one of the normal school directors to be president of said board, who 
shall hold his office until the next regular meeting of said board, and 
until a president thereof shall be duly elected and shall enter upon 
the duties of his office. 
Gen. Laws of Minn., 1874, Ch. XIV, pp. 129-130. 



19. ACT OF MARCH 9, 1875. 

Act to amend section five of chapter two, general laws of 1873, an Act for the regulation 
and government of the State Normal Schools. 



WINONA STATE NORMAL SCHOOL 



327 



Limitation of salaries. 



Section 1. That section five of chapter two, general laws of 1873, entitled "An 
Act for the Regulation and Government of the State Normal Schools," 
shall be so amended as to read as follows, after the words, "to fix 
the salaries of the same:" Provided, That no professor or teacher 
shall receive more than two thousand dollars per annum for salaries 
or services so rendered. 
Gen. Laws of Minn., 1875, Ch. XXIV, p. 58. 



20. ACT OF FEBRUARY 28, 1877. 

An Act to establish and maintain a system of Public Schools in the state of Minnesota. 
* * * * State Normal Schools. 

Section 1. The normal schools heretofore established to educate and prepare 

teachers for the common schools of this state, shall hereafter be 

Normal schools — designated and known as the state normal school at Winona, the state 

how named. normal school at Mankato, and the state normal school at St. Cloud, 

respectively. 

Section 2. The governor of this state, shall, on or before the first Friday in 
March, one thousand eight hundred and seventy-three, nominate 
and appoint, by and with the advice and consent of the senate, six 
normal school directors, not more than one of whom shall be resident 
of the same county, who, together with the state superintendent of 
public instruction, shall constitute the state normal school board. 
Three of the directors so appointed shall hold their offices for two 
years, and the remaining three for four years, from the first day of 
June, one thousand eight hundred and seventy-three. The terms of 
office of each director so appointed shall be designated by the gov- 
ernor. On the last Tuesday in February, one thousand eight hundred 
and seventy-five, and biennially thereafter, the Governor, by and 
with the advice and consent of the senate, shall appoint three di- 
rectors to fill the vacancies occurring under the provisions of this 
act, and each of whom shall hold his office for four years, from the 
first day of June next succeeding his appointment. The governor 
shall also, by and with the advice and consent of the senate, fill all 
vacancies that may arise by reason of death, resignation, or other- 
wise. Provided, That one member of said board, and no more, 
shall be appointed from each of the counties of Winona, Blue Earth, 
and Stearns. 



Six directors. 



Governor to appoint 
on last Tuesday in 
February. 



Governor to fill 
vacancies. 



Section 3. 



Officers of 
Normal Board. 



Governor to appoint 
a president when. 



Sec. 4. 



Members to qualify. 



The officers on the state normal board shall be a president and sec- 
retary. The members of the board, at their first session, and bi- 
ennially thereafter, shall elect by ballot, from their own number, a 
president. The state superintendent of public instruction shall be 
the secretary of the board. 

Provided, Whenever, from any cause, a vacancy shall exist 
in the office of president of the state normal school board, and said 
board shall not be in session at a regular meeting thereof, the governor 
may appoint one of the normal school directors to be president of 
said board, who shall hold his office until the next regular meeting 
of said board, and until a president thereof shall be duly elected and 
he shall enter upon the duties of his office. 

Each member of the state normal school board, before entering upon the 
duties of his office, shall file with the secretary of state an oath to 
support the constitution of the United States and of the state of Min- 
nesota, and that he will well and faithfully discharge the duties of 
his office. 



328 



HISTORICAL SKETCH 



Sec. 5. 



Powers of normal 
board. 



$2,000 limit to salary. 



The state normal school board shall have the general supervision, man- 
agement and control of the state normal schools, and of all the prop- 
erty, real and personal, thereunto appertaining. They are hereby 
authorized and empowered to contract for the erection of all build- 
ings connected with the schools under their charge, to appoint all 
professors and teachers in said schools, to fix salaries of same; 
Provided, that no professor or teacher shall receive more than two 
thousand dollars per annum for salary or services so rendered. 



Sec. 6. The state normal school board shall prescribe the courses of studyi n 

the normal schools, the conditions of admission, and prepare and 

Board to confer suitable diplomas upon persons completing the full course 

prescribe studies, of study in the normal department. Such board shall adopt any 

to grant diplomas. rules and regulations deemed necessary to the highest efficiency of 

the schools. It shall be the duty of the board, as a whole, or through 

committee of their own number, to visit and thoroughly to inspect 

the grounds, buildings, modes of instruction, and the discipline and 

management of each school, at least once during each term. They 

To report to Governor. shall report to the governor, on or before the first day of December 

in each year, through their president, the condition of each school, 

its receipts, and disbursements, its wants and prospects, together 

with such recommendations for its improvement as they may deem 

proper and necessary. 



Sec. 7. 

Principal to report to 
State Superintendent. 

What to report. 



The principal of each normal school shall annually make a written 
report to the state superintendent of public instruction, on or before 
the first day of September, covering the calendar or term year of 
his school. Such report shall set forth the general statistics of the 
school, its enrollment in each department, and in each class of the 
normal department, the average attendance, the number graduat- 
ing within the year, the number of teachers and the departments of 
each, together with an account of the general condition of the li- 
brary, apparatus and buildings, which report may contain such sug- 
gestions as the principal may deem of interest to the public, and con- 
ducive to the welfare of] his school; and also a statement of the total 
number of graduates of such school who are then engaged in teach- 
ing, so far as may be known, with their names, and the name of the 
district and county in which they are teaching. 



Sec. 8. The state normal school board shall have power to organize, in con- 
nection with each normal school, such model schools as they may 
Model schools. deem expedient for the illustration of the best methods of teaching 

and government. Provided, That no more than one teacher shall 
be employed in either of the model schools, except at the school at 
Winona, where, so long as provision is made in the normal school for 
the education of soldiers' orphans, the board may employ one ad- 
ditional teacher at its discretion. 



Sec. 9. 

Tuition free to 

state. pupils. 

Board to fix rates for 
other pupils. 



There shall be no charge for tuition, the use of text-books, or for in- 
cidental expenses to the students of any normal school, who shall 
have filed with the principal thereof a declaration of intention to 
engage in the work of teaching in the common schools of this state 
for not less than two years after his or her connection with said school 
shall cease. The Board may fix such rates of tuition for pupils in 
the model schools as in their judgment may be equitable and just. 
The board may fix such rates of tuition for students not intending 
to teach as in their judgment may be equitable and just. 



WINONA STATE NORMAL SCHOOL 



329 



Sec. 10. 



Local member of board 
shall be treasurer. 



The member of the board residing at the location of each normal 
school, respectively, shall receive and disburse, under the direction 
of the board, all moneys accruing in any manner to such school, and 
shall keep a full and accurate account of such receipts and dis- 
bursements, including the receipts from tuition in the model schools, 
and shall report the same to the board whenever they shall so direct. 
He shall give a bond, payable to the state of Minnesota, in such sum 
as the board shall direct, with one or more sureties, to be approved 
by them, for the faithful performance of the duties mentioned in 
this section. 

The members of the state normal school board, except the superin- 
tendent of public instruction, shall be reimbursed for the actual ex- 
penses incurred by them while engaged in duty for the normal schools; 
said expenses to be paid out of the current fund belonging to the 
several schools. 

All warrants upon the state auditor for defraying the expenses of 
the state normal schools, shall be drawn by the president and coun- 
tersigned by the secretary of the board. 

Nothing contained in this act shall be so construed as to impair or 
annul any right or obligation existing in behalf of, or against the 
state of Minnesota, in relation to the state normal schools at Winona, 
Mankato, and St. Cloud. 

It is hereby made the duty of the state normal board to limit the 
number of teachers, and their compensation, and all other annual 
expenses thereof, to the amount appropriated by the legislature for 
that purpose, and all expenditures made by said board in excess of 
the sum so appropriated, are hereby declared to be unlawful and 
void, and shall be deemed a malfeasance on the" part of said board, 
for which the members thereof can be removed fromioffice by the 
governor. 

All acts and parts of acts inconsistent with the provisions of this act 
are hereby repealed. Provided, That the repeal of any of the acts 
above enumerated, shall not affect any rights acquired or penalties 
incurred, or actions or proceedings commenced under any of said 
repealed acts; but all such rights shall be preserved and actions and 
prosecutions continued and prosecuted as if this act had not been 
passed. 
Gen. Laws of Minn., 1877, Ch. 74, p. 115, sub. Ch. IX, pp. 151-154. 

21.1 ACT OF FEBRUARY 14, 1877. 

An Act to Appropriate Money to Defray Current Expenses of State Normal Schools. 

Sec. 1. That the sum of fifteen thousand dollars ($15,000), in addition to the 

sum now allowed by law for the year one thousand eight hundred 

Appropriation for the and seventy-seven (1877), and annually thereafter, be and the same 

state normal schools. is hereby appropriated, out of any money not otherwise appropria ed, 

for defraying the current expensesjof the state' normal schools, a s 

;. follows: For the state normal school at Winona, the sum of seven 

thousand dollars ($7,000); for the state normal school at Mankato, 

the sum of four thousand dollars ($4,000) ; for the state normal school 

at St. Cloud, the sum of four thousand dollars ($4,000) ; the same to 

be paid on requisition drawn by the^president and countersigned by 

the secretary of the state normal school board, and that on the 

presentation of such requisitions to the state auditor, it shall be his 

duty to draw warrants on the state treasurer for a like amount, such 

money to be expended under the direction of the normal board, as 

provided by law. 

Gen. Laws of Minn., 1877, Ch. 164, p. 256. 



Sec. 11. 

Board to be paid 
expenses. 

Sec. 12. 

Drawing warrants. 

Sec. 13. 



Sec. 14. 



Board not to exceed 
appropriations. 



Sec. 15. 



Repeal of 
inconsistent acts 



330 HISTORICAL SKETCH 

22. ACT OF MARCH 7, 1881. 

An Act to amend certain sections of Charter thirty-six (36), of the General Statutes 
of One Thousand Eight Hundred and Seventy-Eight (1878), Relating to Education. 

Sec. 11. That section one hundred thirty-seven (137) be amended to read as 
follows: There shall be no charge for tuition or for incidental ex- 
Normal school penses to the students of any normal school who shall have filed with 
students. the principal thereof a declaration of intention to engage in the work 
of teaching in the public schools of this state for not less than two (2) 
years after his or her connection with said school shall cease. The 
board may fix such rates of tuition for pupils in the model school 
and for students not intending to teach as in their judgment may be 
equitable and just. 
Gen. Laws of Minn., 1881, Ch. 41, p. 60. 

23. ACT OF FEBRUARY 24, 1881. 

An Act to increase the standing appropriations for Normal Schools and to Provide 
for the Payment of the Salaries of Institute Teachers therefrom. 

Section 1. That the sum of eight thousand dollars ($8,000), in addition to the 
sum now allowed by law for the year one thousand eight hundred and 
Appropriation for eighty-one (1881), and annually thereafter, be and the same is here- 

normal schools. by appropriated out of any money not otherwise appropriated, for 

defraying the current expenses of the state normal schools, as fol- 
lows: 

For the state normal school at Winona, the sum of two thousand 
dollars ($2,000); for the state normal school at Mankato, the sum 
of three thousand dollars ($3,000) ; for the state normal school 
at St. Cloud, the sum of three thousand dollars ($3,000) ; such money 
to be expended under the direction of the state normal school board, 
as provided by law. 
Sec. 2. The state normal school board shall appoint one (1) teacher for each 
normal school, especially qualified to give instruction in teachers' 
institutes. The salary of such teacher to be paid out of the money 
appropriated by section one (1) of this act. 
Gen. Laws of Minn., 1881, Ch. 190, p. 234. 

24. ACT OF NOVEMBER 18, 1881. 

An Act to Appropriate Money to grade, fence, and improve the grounds of the state 

Normal School at Winona. 

Section 1. That the sum of five thousand dollars ($5,000), or so much thereof 
as may be necessary, be and hereby is appropriated out of any money 
in the treasury not otherwise appropriated, for the puspose of grad- 
ing, fencing, and improving the grounds of the state normal school 
at Winona, to be expended under the direction of the state normal 
school board, and to be drawn upon requisitions upon the treasury 
signed by the president and countersigned by the secretary of the 
state normal school board. 

Gen. Laws of Minn., 1881, Extra Session, Ch. 90, p. 88. 

25. ACT OF MARCH 2, 1883. 

An Act to amend section one hundred and thirty-one (131) of chapter thirty-six (36) 
of the general statutes of one thousand eight hundred and seventy-eight (1878), re- 
lating to education. 

Section 1. That section one hundred thirty-one (131) of chapter thirty-six (36) 
of the general statutes of one thousand eight hundred and seventy- 
Officers. Time of eight (1878) be and the same hereby is amended so as to read as fol- 
annual meeting. lows: 



WINONA STATE NORMAL SCHOOL 331 

Section one hundred and thirty-one (131). The officers of the 
board shall be a president and secretary. The annual meeting of 
the board shall be held on the first Tuesday of June of each year. 
The members of the board at their annual meeting in the year one 
thousand eight hundred and eighty-three (1883) and biennially there- 
after shall elect by ballot from their number a president. The state 

State Superintendent superintendent of public instruction shall be secretary of the board. 

to be secretary. Whenever from any cause a vacancy shall exist in the office of 

president of the board and said board shall not be in session at an 
annual meeting thereof, the governor may appoint one of the di- 
rectors to be president of the board, who shall hold his office till the 
next annual meeting of the board and until a president thereof shall 
be duly elected and shall enter upon the duties of his office. 
Gen. Laws of Minn., 1883, Ch. 12, p. 15. 

26. ACT OF MARCH 1, 1883. 

An Act to appropriate money for repairs of State Normal School buildings and for 
apparatus for the Normal Schools at St. Cloud and Mankato, and to erect a Normal 
Home at St. Cloud, and to increase the standing appropriation for the Normal School 
at Winona. 

Section 2. That the sum of one thousand dollars ($1,000) in addition to the 

sum now allowed by law for the year one thousand eight hundred 

$1,000 annually for and eighty-three (1883) and annually thereafter, be, and the same is 

Winona normal school, hereby appropriated out of any money in the state treasury, or which 

shall come into the state treasury, not otherwise appropriated for 

defraying the current expenses of the normal school at Winona. 

Gen. Laws of Minn., 1883, Ch. 169, p. 219-220. 

27. ACT OF MARCH 5, 1885. 

An Act to amend section one hundred and forty -seven (147), chapter thirty-six (36), 
of the General Statutes of one thousand eight hundred and seventy-eight (1878). 

Section 1. That the sum of nine (9) thousand dollars, in addition to the sum 
now allowed by law for the year ending July thirty-first (31st), A. D. 
Annual appropriations one thousand eight hundred and eighty-six (1886), and annually 
for the normal schools thereafter, be and the same is hereby appropriated out of any money 
— how paid. not otherwise appropriated for defraying the current expenses of 

the state normal schools as follows: For the state normal school at 
Winona, the sum of three thousand dollars ($3,000); for the state 
normal school at Mankato, the sum of three thousand dollars ($3,000) ; 
for the state normal school at St. Cloud, the sum of three thousand 
dollars ($3,000); the same to be paid on requisition drawn by the 
president and countersigned by the secretary of the state normal 
school board; and that on presentation of such requisitions to the 
state auditor, it shall be his duty to draw warrants on the state treas- 
urer for a like amount, such money to be expended, under the direc- 
tion of the normal board, as provided by law. 
Gen. Laws of Minn., 1885, Ch. 90, p. 87. 

28. ACT OF MARCH 9, 1885. 

An Act to amend section one hundred and thirty-three (133) of chapter thirty-six (36) 
of the general statutes of one thousand eight hundred and seventy-eight (1878), re- 
lating to salaries of professors and teachers in State Normal Schools. 



332 



HISTORICAL SKETCH 



Section 1. That the proviso in said section, one hundred and thirty-three (133) 

of chapter thirty-six (36) of the general statutes of A. D. one thou- 

Limit to salary of sand eight hundred and seventy-eight (1878) be and the same is 

Principal. hereby repealed. But in no case shall the salary of any principal 

exceed twenty-five hundred ($2,500) dollars per annum. 

Gen. Laws of Minn., 1885, Ch. 95, p. 91. 

29. ACT OF APRIL 24, 1889. 

An Act to establish a Uniform System of Accounting for Public Funds in the State 
Educational, Charitable, and Correctional Institutions, and to appropriate miscel- 
laneous receipts for the use of the said institutions. 

Section 1. There is hereby established a uniform system of accounting for 
public funds in the following named institutions of the state of 
Applied to what Minnesota, namely: the state university, the state normal schools, 

institutions. the state hospitals for insane, the Minnesota soldiers' home, Minne- 

sota institute for defectives (which shall render a separate account 
for each of the schools comprising the institute), the state public 
school, the state reform school, the state reformatory, the state 
prison, and all other similar state institutions which may hereafter 
be established by law. 



Accounting officers and 
purchasing agents 
to be appointed. 



Section 2. It shall be the duty of the managing board of each of the state in- 
stitutions mentioned in section one (1), to designate an accounting 
officer, whose duty it shall be to keep or supervise the financial ac- 
counts of the institutions and to perform such other duties as shall 
be prescribed by law or by the said managing board. They shal^ 
also designate either the said accounting officer or some other of- 
ficer of the institution to act as purchasing agent, whose duty it shall 
be to purchase all goods and supplies needed for the institution under 
such rules and regulations as the said managing board shall prescribe. 



Sec. 3. 



Institution treasurer 
to be appointed. 



It shall be the duty of the managing board of each of the institutions 
named in section one (1), within three months after the passage of 
this act, to appoint an institution treasurer, which treasurer shall 
be either some trustworthy person residing in the city or village at 
which the institution is located, or some solvent national or state 
bank in said city or village, except that the treasurer of the state 
shall be ex-omcio the treasurer of the Minnesota soldiers' home, as 
is now provided by law. 

The said treasurer shall give bonds in such sum as the managing 
board shall require, to be approved by said managing board and to 
be subject to the approval of the public examiner. It shall be the 
duty of the said treasurer to hold and safely keep all public funds 
belonging to the said institution which may come into said treasury 
from any source, and to pay out the same only on written orders 
signed by the accounting officer of the institution, and countersigned 
by a member of the managing board, who shall have been authorized 
by vote of the board to sign such orders. 



Sec. 4. 

Superintendents to 
have the custody of 
funds belonging to 
inmates. 



It shall be the duty of each superintendent of the several institutions 
named in this act to have the care and custody of any funds belonging 
to inmates of the said institutions which may come into his hands, 
to keep accurate accounts of such funds on books provided for that 
purpose, and to pay out such funds under such rules and regulations 
as may be established by law or prescribed by the board of manage- 
ment, taking proper vouchers therefor in all cases; and every such 



WINONA STATE NORMAL SCHOOL 



333 



Miscellaneous receipts, 
how treated. 



law, or may be prescribed by the board of managers of such institu- 
tion, to be subject to the approval of the public examiner, conditioned 
upon the faithful performance of his duties and the due accounting 
for the funds entrusted to his care. 

Sec. 5. a. It shall be the duty of every officer and employe of the several in- 
stitutions named in this act to pay over to the superintendent of the 
institution, without delay, any funds which may come into his hands 
belonging to any inmate of the institution, and to pay over to the 
accounting officer of the institution, without delay, any funds which 
may come into his hands belonging to the institution. 

b. It shall be the duty of the accounting officer of each insti" 
tution at the close of each month, or oftener, to pay over to the in- 
stitution treasurer all institution funds which may have come into 
his hands from the sales of public property, board of inmates, labor 
of inmates, or from other sources, and at the close of each fiscal 
quarter to draw an order on the institution treasurer in favor of 
the state treasurer for the amount of all such miscellaneous receipts, 
and at the same time to forward to the state auditor a statement of 
the amount of the same, and the sources from which they have arisen. 

c. It shall be the duty of the state auditor, upon receiving such 
statement, to place in the hands of the state treasurer a draft for 
the amount upon the institution treasurer, specifying the fund to 
which the same is to be credited, and upon payment of such draft, to 
place the amount so received to the credit of said institution, adding 
it to any appropriations that may have been previously made by the 
legislature for the said institution , distributing it to the several ap. 
propriations from which it may have arisen or to the current expense 
appropriation according to his discretion. 

Provided, that the miscellaneous receipts of the state prison and 
the state reformatory shall be paid over to the state treasurer monthly 
instead of quarterly, in the manner as herein provided. 

Sec. 6. It shall be the duty of the accounting officer of each institution named 
in section one (1) to prepare a duplicate monthly pay-roll or pay- 
Pay rolls and bills rolls, showing the services rendered by each officer and employe of 
to be in duplicate. the institution, which pay-roll shall contain the receipt of said of- 
ficers and employes for the orders issued to them in payment for their 
services. Services rendered or labor performed by persons other 
than officers and employes, shall be accounted for on proper vouchers 
made. 

The said accounting officer shall require all persons selling goods 
or supplies to the institution to furnish with such goods when de- 
livered, bills or invoices, in duplicate, and he may require persons 
who furnish goods at intervals during the month to furnish also a 
detailed statement in duplicate at the close of the month. The said 
bills and invoices shall, whenever practicable, be made upon the 
billheads or blanks used by such persons in their business. Pro- 
vided, that in cases where it is not convenient for the seller to furnish 
such bills or invoices, the accounting officer may make out such 
bills or invoices on blanks to be provided by the institution. 

Sec. 7. Each of the original and duplicate bills mentioned in section six (6) 

shall be enclosed in an envelop or jacket, on one side of which shall 

Vouchers, be a classification of the items contained in the bill, and on the other 

how receipted, side a receipt in the following form: "Received on the day 

and disposed of. of , 18...., from the (here insert the title of the ac- 
counting officer) of the (here insert the name of the institu" 



334 



HISTORICAL SKETCH 



Sec. 8. 



Goods to be checked 
by the invoices. 



Sec. 9. 



Monthly expense 
lists. 



Sec. 10. 



Auditor to examine 
expense lists. 



Sec. 11. 



Unexpended 
appropriations 
to be cancelled. 



tion) an order on the treasurer of the for the sum of 

— dollars, in payment of the within account;" and pay rolls 

and vouchers for services rendered or labor performed shall be en- 
closed in similar envelopes or jackets. One of the said duplicate 
pay rolls or bills, with the accompanying receipts, shall be retained 
by the said accounting officer in the files of the institution; the other 
shall be sent to the auditor of the state within thirty days ofter the 
issuance of an order on the institution treasurer for the payment of 
the same. 

It shall be the duty of the store-keeper of each institution or some 
person to be designated by the superintendent, to check off all goods 
and supplies when received by the invoices; to certify thereon the 
quantity and condition of the same, and to notifyt he superintendent 
or the accounting officer forthwith in case the said goods or supplies 
do not appear to be of the kind or the quality purchased or bargained 
for. In case goods are received without an invoice, it shall be the 
duty of such store-keeper or designated person to make a memoran- 
dum bill of such goods and certify thereon, as herein required. 

It shall be the duty of the accounting officers of the state institutions 
named in section one (1), at the close of each month, to make, or 
cause to be made, an expense list for expenses incurred during the 
month under appropriations for current expenses and a separate 
expense list for expenses incurred under appropriations for other 
purposes, showing the name of each person rendering service or fur- 
nishing supplies, the nature of the service rendered and at what 
rate, the quantity, kind, price and cost of supplies furnished, and 
the amount to which each person is entitled by law. Provided, 
that the auditor of state may in his discretion allow items of the 
same class amounting to less than one (1) dollar each, except food 
items, to be consolidated on the expense lists as "Sundries." Said 
expense lists shall be audited by the managing board or a committee 
of the same, and shall be certified by the accounting officer of each 
institution and a member of the managing board, to be designated 
by the said board, and shall be forwarded to the auditor of state by 
the accounting officer, not later than the eleventh (11th) day of the 
succeeding month. 

On receipt of such certified expense lists, the auditor of state shall 
examine, adjust and approve, suspend, or reject the same, and on 
or before the sixteenth (16th) day of each month, draw his warrants 
on the state treasurer for the amounts found due thereon to each 
institution, and no money shall be paid out of the state treasury for 
the use of the said institutions except on expense lists duly certified. 
Provided, That the auditor of state may in his discretion draw 
his warrants for an amount not exceeding twenty (20) per cent in ad- 
dition to the amount of the said expense list, to be used for the im- 
mediate payment of such accounts as he may authorize to be so paid; 
said payments to be properly accounted for on the next monthly ex- 
pense list. 

It shall be the duty of the auditor of state, upon the passage of this 
act, and at the close of each biennial period thereafter, to cancel all 
unexpended appropriations or balances of appropriations which 
shall have remained undrawn for the period of two (2) years after 
the expiration of the biennial period during which they became 
available under the law. 

Provided, That the governor, secretary of state and attorney 
general may continue such appropriations or balances in force tem- 
porarily on recommendation of the auditor of state. 



WINONA STATE NORMAL SCHOOL 



335 



Sec. 12. There is hereby appropriated for the use of the several institutions 
Miscellaneous named in section one (1) of this act, all of the funds paid into the 

receipts appropriated for state treasury from miscellaneous receipts under section five (5) of 
the use of the institutions, this act. 

Sec. 13. Sections two (2), three (3), and four (4) of chapter one hundred and 
seventeen (117), of the general laws of one thousand eight hundred 
Repealing clause. and seventy-nine (1879), and all acts and parts of acts inconsistent 

with this act are hereby repealed. 
Gen. Laws of Minn., 1889, Ch. 269, pp. 463-467. 



State normal 
school board 
two additional 
members. 



30. ACT OF APRIL 17, 1889. 

An Act to increase the number of members of the State Normal School Board and to 
provide for certain expenses. 

Sec. 1. The governor shall on or before the first (1st) day of May, eighteen 
hundred and eighty-nine (1889), appoint two (2) members of the 
state normal school board in addition to those already provided for 
by law, whose terms of office shall expire on January first (1st) 
eighteen hundred and ninety-one (1891) and on January first (1st) 
eighteen hundred and ninety-three (1893), respectively, and that 
said board shall from said appointments consist of eight (8) instead 
of six (6) members. 

Provided, however, that there shall not be at any time more 
than one (1) director from any one (1) county. 

Sec. 2. In addition to the actual expenses now allowed the members of said 
board the treasurer of each one (1) of the normal schools of Minne- 
Treasurer's nesota shall have annually a sum not to exceed three hundred (300) 

salary. dollars, to be allowed by said board for his services and expenses, 

for book-keeping and other necessary expenditures incident to keep- 
ing the accounts of his school. 

Sec. 3. That the sums thus allowed the treasurers shall be paid by their re- 
spective schools out of their annual appropriations as other items 
of current expenses are paid. 
Gen. Laws of Minn., 1889, Ch. 268, p. 462. 

31. ACT OF APRIL 21, 1891. 

An Act to amend section one hundred and thirty-four (134) of chapter thirty-six (36) 
of the General Statutes of eighteen hundred and seventy-eight (1878), relating to State 
Normal Schools. 

Section 1. That section number one hundred and thirty-four (134) of chapter 
thirty-six (36) of the general statutes of eighteen hundred and 
seventy-eight (1878) be and the same is hereby amended by insert- 
ing after the words "normal department," in the fourth line, the 
following: "The diploma from either the elementary or advanced 
course of study of the state normal school shall be valid as a cer- 
tificate of qualification of the first (1st) grade to teach in the public 
schools of the state of Minnesota for a period covering the time of 
the student's pledge of service, namely, two (2) years from date of 
graduation." 

Sec. 2. At the Expiration of two (2) years of actual teaching service, the 
diploma of such graduate may be endorsed by the president of the 



Normal board diplomas 
valid as first grade 
certificate for 
two years. 



Endorsement on ele- 
mentary diploma at end 
of two years to be valid 
certificate for five years. 



normal school from which it was issued, and by the state superin- 
tendent of public instruction upon satisfactory evidence that such 
service has been successful and satisfactory to the supervising 
school authorities under whom it has been rendered. Such en- 
dorsement shall make the diploma of the elementary course a valid 



336 HISTORICAL SKETCH 

Endorsement on advance certificate for five (5) years from its date , and the diploma of the 
course diploma to be a advanced course a permanent certificate of qualification. 
permanent certificate. 

Sec. 3. Any county or city superintendent of schools under whose super- 
vision such graduates may be employed, shall have authority to 
Certificates may be suspend such certificate for causes duly shown, such suspension to 

suspended for cause. be subject to the same appeal as is provided in the case of certificates 

issued by such county or city superintendents. 
Gen. Laws of Minn., 1891, Ch. 72, pp. 148-149. 

32. ACT OF APRIL 20, 1893. 

An Act to appropriate money for the general expenses of the state government, for the 
support of state institutions, and for certain other purposes named therein. 

Sec. 5. * * * *4l * <e& For the state normal school at Winona, for 
Normal at Winona. additional buildings, forty thousand dollars! ($40 ,000) * * * 

Gen. Laws of Minn., 1893, Ch. 241, p. 391. 

33. ACT OF APRIL 20, 1897. 

An Act to appropriate money for the general expenses of the state government and 
for other purposes 

****** 

Sec. 5. Appropriations for educational purposes. ***** 

$8,000 for continuous Sixth — For the Winona normal school, for continuous ses- 

sessions. sion, eight thousand dollars, ($8,000). 

Gen. laws of Minn., 1897, Ch. 155, p. 295. 

34. ACT OF APRIL 21, 1899. 

An Act to amend section one hundred and thirty-six (136) of chapter thirty-six (36) 
of the General Statutes of 1878 of the state of Minnesota, being section thirty-eight 
hundred and forty-four (3844) of the statutes of the state of Minnesota for 1894, re- 
lating to model schools. 

Seel. * * * * "Model Schools — The state normal school board 

May be organized in shall have power to organize, in connection with each normal school, 

and by normal schools. such model schools as they may deem expedient for the illustration 
of the best methods of teaching and government." 
Gen. Laws of Minn., 1899, Ch. 358, p. 486. 

35. ACT OF APRIL 2, 1901. 

An Act to create a state board of control, and to provide for the management and con- 
trol of the charitable, reformatory and penal institutions of the state, and to make an 
appropriation therefor, and to abolish the state board of corrections and charities. 

Sec. 18. * * * * * The board of control shall have and ex- 
ercise full authority in all financial matters of the state university* 
Financial control of the state normal schools, the state public school, the schools for the 

educational institutions, deaf and the blind. The said board of control shall disburse all pub- 
lic moneys of the several institutions named, and shall have the same 
authority in the expenditure of the public moneys appropriated 
therefor, as in the other institutions named in this bill, except as 
hereinafter otherwise provided, and such board shall appoint a pur- 
chasing and disbursing officer or officers for such institutions. Said 
board of control shall also have supervision of the construction of al 
buildings and betterments erected at the cost of the state, but shall 
co-operate with the local boards of the different institutions in the 
preparation of plans and specifications therefor. Such board of 
control, however, shall not have the control over or authority to 
disburse any private donations or bequests made by gift or devise 
by any private individual, to any educational institution of this state , 
but said private gifts or donations or bequests shall, unless otherwise 



WINONA STATE NORMAL SCHOOL 



337 



Powers of 
institution boards. 



directed by the terms of such gift or bequest, be applied by such 
various boards of the said educational Institutions, to the use pro- 
posed by the terms of the gift. But the various boards now in charge 
of the several educational institutions shall have and retain the ex- 
clusive control of the general educational policy of said institution, 
of the courses of study, the number of teachers necessary to be em- 
ployed, and the salaries to be paid; and such various boards shall 
have the exclusive right to employ or dismiss the teachers and others 
engaged in carrying on the functions of said institutions and shall 
also have the exclusive control of the grounds, buildings, and other 
public property of their several institutions, and of all other matters 
connected with said institutions, except as herein specifically re- 
served to said board of control. All contracts with employes of said 
educational institutions and a concise statement of all supplies needed 
shall be reported by the board in charge of said several institutions 
to said board of control, and provision shall be made by said board 
of control, by suitable rules, for the payment of the salaries of such 
employes and any expenses incurred by the members of said local 
board and for the purchase of all necessary supplies by such pur- 
chasing agent to be appointed as herein provided, as in the case of 
the other public institutions of this state. 
The boards of trustees, boards of control and commissioners, now 
charged with the government of the institutions named in section 
eighteen hereof and the state board of corrections and charities shall, 
on and after August 1, 1901. have no further legal existence. All 
trustees now in office shall continue in office until August 1, 1901. 
The board of control shall establish a uniform system of books and 
accounts for state institutions, as hereinbefore provided, and cause 
the same to be examined at least once in each year by the public 
examiner and annually require settlement with the officers of each 
state institution. Nothing herein contained shall limit the general 
supervisory or examining powers vested in the governor by the laws 
or constitution of the state, or that vested by him in any committee 
appointed by him. The board of control shall prepare annually for 
publication a statement of the cost for the preceding year of main- 
taining each of said institutions, including improvements, itemized 
so far as practicable and so arranged as to show the cost of the various 
kinds of provisions and supplies. This statement shall be published 
under the direction^of the state expert printer, to be paid for out 
of the appropriation for public printing ***** 
Gen. Laws of Minn., 1901, Ch. 122, pp. 135-136 



Sec. 19. 

Powers, duties, 
annual statement, 
repeal, uniform system 
of books. 



36. ACT OF APRIL 7, 1905. 

An Act to divest the State Board of Control of jurisdiction and authority over the state 
university and the state normal schools of this state, and to provide for the manage- 
ment of the state university by the board of regents and the state normal scho -Is by 
the normal board. 

Section 1. Upon and after August first (1st), nineteen hundred five (1905) 
Releasing university the board of control of this state shall be and is hereby divested of 

and normal schools all authority, jurisdiction and control over the state university and 

from jurisdiction of the state normal schools of the state of Minnesota, except as here- 

board of control. inafter stated. 

The state university on and after said date shall be under the 

Board of regents and management, jurisdiction and control of the board of regents of the 

normal school board. state university, and the state normal schools on and after said date 

shall be under the management, jurisdiction and control of the state 

normal school board; and the said board of regents and said normal 

school board shall, on and after said date have and possess all of the 



338 



HISTORICAL SKETCH 



powers, jurisdiction and authority, and shall perform, subject to 
the restrictions herein contained, all of the duties by them possessed 
and performed on and prior to April first, (1st), nineteen hundred 
one (1901), except as hereinafter stated. 



Providing for 
purchasing agent. 



Duties. 



Section 2. Upon the date of assumption by the board of regents of the said 
management and control of the said university, the president of the 
said board of regents by and with the consent and approval of the 
members of said board, shall appoint a purchasing agent, whose 
duties shall be as herein provided for, and whose compensation shall 
be fixed by the said board of regents and paid out of the funds pro- 
vided for the maintenance of said university. The said purchasing 
agent shall attend to the purchasing of all necessary supplies for the 
several departments of the state university. Previous to the ter- 
mination of each quarterly period of the year, the dean or other 
executive head of each of the several departments of the state uni- 
versity shall prepare estimates in detail of all the supplies required 
for such department for the ensuing quarterly period. Prior to the 
opening of such quarterly period, such estimate shall be submitted 
by the said dean or other executive head of each said departments 
to the executive committee of said board of regents, which estimate 
so submitted shall be carefully examined and, if necessary, revised 
by said executive committee. Upon the approval of such estimate 
by such executive committee the same shall be prepared in triplicate, 
and one of said estimates shall be retained by the said board of 
regents, and one thereof shall be delivered to and filed with said 
purchasing agent, and one thereof shall be delivered and filed with 
the state auditor of this state. Such estimates, bearing such ap" 
proval, shall govern and control said purchasing agent in the pur- 
chasing of supplies for the several departments of the state univer- 
sity. No disbursements for such purposes shall be made except on 
the warrant or requisition of said purchasing agent. The said pur_ 
chasing agent shall give bond in such sum as said board of regents 
shall require for the faithful and diligent performance of his duties. 



Sec. 3. Upon the assumption by said state normal school board of the juris- 
diction, management and control of the normal schools of this state, 
Election of said board shall elect from its own members a purchasing agent, 

purchasing agent. whose duties shall be hereinafter stated, and whose compensation 

shall be fixed by said board and paid out of funds provided for the 
maintenance of said normal schools, a pro rata sum being paid by 
each school. He shall superintend the making of all purchases for 
said schools. Prior to the termination of each quarterly period, 
the executive head of each school shall prepare and submit to him 
a detailed statement of the needs of said institution, including an 
estimate of the necessary supplies and expenditures for the quarterly 
period next succeeding. Said statement and estimate shall be sub- 
mitted by him to said normal school board for revision and correc- 
tion. When approved by the said board, it shall be prepared in 
triplicate by such purchasing agent, and one copy thereof shall be 
retained by said board for the use of such agent, one shall be delivered 
to the executive head of each normal school and one shall be filed 
with the state auditor. Such estimates shall govern and control 
the purchasing of supplies for the respective schools, and the money 
necessary to be disbursed therefor shall be paid out upon the war- 
rant of said agent as hereinafter stated. Said agent shall, at the 
commencement of each quarterly period, set apart for the use of each 
school as a contingent fund, a sum not exceeding one hundred dol- 
lars ($100). 



WINONA STATE NORMAL SCHOOL 



339 



Duty of In addition thereto the supervision of the purchasing of all neces- 

purchasing agent. sary supplies for said school, it shall be the duty of such purchasing 

agent to visit each of said schools at least once during each quarterly 
period, at which time the estimates forj the succeeding quarter, as 
herein provided, and a statement of the needs of said institution 
shall be submitted to him by the executive head thereof. 

He shall, from time to time, make reports to said normal school 
board of the business affairs of said schools, with such recommenda- 
tions as he may deem proper. All salaries for resident directors 
heretofore paid or provided for are hereby discontinued. 

Sec. 4. Each purchasing agent shall at the close of each month, prepare in 
triplicate statements showing all purchases made by him during said 
Triplicate month for the several institutions, the names and addresses of per- 

statements. sons from whom said purchases were made and the several prices 

paid therefor. He shall accompany the same with an affidavit that 
the statement is correct, that the articles therein specified were duly 
authorized by the proper board upon prepared statements and es- 
timates, were received under his direction at the institution named 
therein, that the several prices paid therefor were reasonable, that 
said goods were of proper and stipulated quality and grade, and that 
neither he nor any person in his behalf has any pecuniary or other 
interest in said purchases, or has received or will receive in any way 
any pecuniary or other benefit therefrom. 

He shall also each month prepare in triplicate and cause to be 
receipted by the signatures of the several parties named therein, pay~ 
rolls showing the monthly salaries and compensation of all officers, 
teachers and employes in said several institutions, and shall file one 
copy of said statement and said pay-roll with the president of the 
board of regents or president of the normal school board, as the case 
may be, and two copies with the state auditor. The auditor, upon 
receiving the same, shall draw his warrant upon the state treasurer 
for the amount called for in each expense list and pay-roll, and trans- 
mit the same to the treasurer, attaching thereto a copy of said ex- 
pense list and pay-roll. Upon receipt of the same, the treasurer 
shall send his checks to the several persons named therein for the 
amount of their respective claims. 

Sec. 5. No member of the board of regents or of the normal school board, 
and no person in the employ of either board shall be paid for any ex- 
Limitation of pense incurred, unless it shall appear that said expense was duly 
expenses. authorized by the executive committee or the president of the board, 
and an itemized, verified account of the same, accompanied by sub- 
vouchers, where said sub-vouchers are practicable, is furnished by 
the claimant, and filed with the state auditor for his written audit. 
Such verification shall state that said expense bill is just and correct 
and for money actually and necessarily paid or to be paid for the 
purposes therein stated. If said expense is to be incurred in visit- 
ing another state, then, before said visit is authorized, or undertaken 
the said executive committee or president must certify, in writing, 
the purpose of said visit, the necessity existing for the same, and 
the maximum expense to be incurred therefor, which certificate 
must be presented to the governor of the state for his approval. If 
he does not approve the same, the said visit shall not be undertaken. 
If the above provisions are complied with, the auditor shall pay such 
expense account in the same manner as monthly expenses and sal- 
aries are paid under the provisions of this act. 



Pay rolls 
in triplicate. 



Auditor's warrant. 



340 



HISTORICAL SKETCH 



Sec. 6. It shall be unlawful for the board of regents or the normal school board 
to permit any expenditures for any purpose in excess of the amount 
Unlawful to appropriated or contemplated by law, and any member or agent of 

exceed appropriation. either of said boards violating this provision, shall be deemed guilty 

of misdemeanor, and on conviction shall be fined not less than one 
hundred dollars ($100) or more than one thousand dollars ($1,000), 
or be imprisoned in the county jail for not less than six (6) months , 
or by both fine and imprisonment. 
Sec. 7. The board of control shall have and exercise full authority in all finan- 
cial matters of the several institutions named in this act, so far only 
as relates to the erection and construction of new buildings, the 
purchasing of fuel and the placing of insurance on buildings and con- 
tents. When new buildings are to be erected and constructed by 
authority of the state, it shall be the duty of the board of control 
to cause to be prepared plans and specifications for the same, but in 
so doing it shall consult with the local boards in respect to said plans 
and specifications, and shall adopt and carry out so far as it deems 
practicable their requests and desires in the matter. 
Laws of Minn., 1905, Ch. 119, pp. 148-152. 



Authority of 
Board of 
Control. 



Gen. 



37. ACT OF APRIL 12, 1907. 

An Act to provide for summer sessions at the normal schools and appropriate money 
therefor. 

Sec. 1. 



That there shall be held at each of the state normal schools in this state 
a summer session of twelve weeks each, under the direction of the 
state normal board. These summer sessions shall be a part of and 
in all respects be the same as the sessions now provided for by law. 
The provisions for attendance at these summer sessions shall be the 
same as those now in force and the arrangements of the terms in the 
school year shall be such as to most fully conserve the welfare of 
rural schools. 
Sec. 2. There shall be appropriated out of any money in the state treasury not 
otherwise appropriated, $30,000, or so much thereof as shall be 
necessary to defray the expenses of the sessions provided for in sec- 
tion one hereof, the same to become available August 1, 1907: and 
that the sum of $30,000, or so much thereof as shall be necessary, 
shall be appropriated for such sessions to become available August 
1, 1908. Provided, that no part of the standing appropriation for 
the support of institutes and training schools, provided for in section 
1435, Revised Laws, 1905, shall be used for the support of the schools 
provided for in this act, or for the support of any institute or train- 
ing school held at or in connection with any normal school in this 
state. 
Gen. Laws of Minn., 1907, Ch. 164 — S. F. No. 258, pp. 182-183. 

38. ACT OF APRIL 26, 1907. 

An Act to appropriate money for the expenses of the state government and other 
purposes. 



Summer session 
of 12 weeks at 
state normal schools 



$30,000 available 
August 1, 1907. 

$30,000 available 
August 1, 1908. 



Sec. 33. Normal School ********* 
$55,000 for 6. For model school building, $55,000. 

model school. 

Gen. Laws of Minn., 1907, Ch. 476, H. F. No. 1208, p. 770. 

39. ACT OF JANUARY 28, 1909. 

An Act to appropriate money for the repair of partitions and walls in the Winona State 
Normal School. 



WINONA STATE NORMAL SCHOOL 341 

Sec. 1. There is hereby appropriated from any moneys in the treasury not 
otherwise appropriated, the sum of one thousand dollars to be used 
$1,000 appropriated for and in the repair of certain walls and partitions situated in the 

for repairs west portion of the Winona state normal school building, recently 

Winona normal school. discovered to be in a dangerous condition, and which walls and par- 
titions have been condemned by the state architect, and that the 
said appropriation is hereby made available upon the passage and 
approval of this act. 
Gen. Laws of Minn., 1909, Ch. 4. H. F. No. 52, p. 3. 

40. ACT OF MARCH 26, 1909. 

An Act to amend section 1 of chapter 164 of the General Laws of the state of Minne- 
sota for the year 1907, being an act to provide for a summer session at the normal 
schools, and to appropriate money therefor. 

Section 1. That section 1 of chapter 164 of the general laws of the state of Min- 
nesota for the year 1907, be and the same hereby is amended so as 
Normal board may to read as follows: 

shorten session. "Section 1. That there shall be held at each of the state 

normal schools in this state a summer session of twelve (12) 
weeks each, under the direction of the state normal board. These 
summer sessions shall be a part of and in all respects be the same 
as the session now provided for by law. The provisions for at- 
tendance at these summer sessions shall be the same as those 
now in force and the arrangements of the terms in the school year 
shall be such as to most fully serve the welfare of rural schools. 
Provided, that said normal board may, in its discretion and 
when the interests of the state may be best subserved thereby, 
direct that a shorter session than twelve weeks be held at any 
of said schools." 
Gen. Laws of Minn., 1909, Ch. 112, S. F. No. 263, p. 103. 

41. ACT OF APRIL 22, 1909. 

An Act to appropriate money for the expenses of the State Government and for other 



Sec. 42. State Normal Schools. 

(a) Winona. ***** 
$75,000 for Sec. 9. Students' Dormitory, construction and furnishing, 

students' dormitory. available for the year ending July 31, 1911, $75,000. 

Gen. Laws of Minn., 1909, Ch. 375, p. 444. 

42. ACT OF APRIL 23, 1909. 

An Act to amend Section 1361 of the Revised Laws of 1905, defining the value of teach- 
ers' certificates issued by the State University and diplomas from the State Normal 
Schools, and to repeal Section 1369 of the Revised Laws of 1905, relating to the validity 
of teachers' certificates issued by the State University. 

Sec. 1. That section 1361 of the revised laws of 1905 be and the same is hereby 
amended to read as follows: Certificates of graduation from the 
Validation of state university issued to graduates of the college of education and 

certificates from to those graduates from its college of science, literature and art, (or 

State University. its college of agriculture) who have taken specified courses in the col- 

lege of education, shall be valid as first grade professional certificates 
for two years from their date, and at the expiration of two years of 
actual successful teaching, such certificates, endorsed by the pres- 
ident of the university and the state superintendent, shall have the 
force of permanent first grade professional certificates. 



342 



HISTORICAL SKETCH 



Sec. 2. Diplomas issued to graduates of the state normal schools (or of the 
teachers' course in the department of agriculture of the state uni- 
From state normal versity) shall be valid as first grade certificates for two years from 

schools or depart** their date, and at the expiration of two years of actual, successful 

ment of agriculture. teaching, such diplomas, endorsed by the president of the school 

granting them, and the state superintendent, shall have the force^of 
first grade certificates for life. 
Sec. 3. Elementary diplomas granted by a state normal school upon the com- 
pletion of such portion of the course of study as may be prescribed 
Elementary therefor by the normal school board, shall be valid as first grade cer- 

diplomas. tificates for the period of three years from their date, and shall not 

be renewable ; except that any holder of such an elementary diploma 
may have the force and effect thereof, as such first grade certificate, 
extended for a further period of three years, by the completion of an 
additional one year of work in a Minnesota state normal school, and 
the certificate of endorsement thereon by the president of such school 
and the state superintendent; Provided, that the provisions of this 
section shall not apply to persons now holding Minnesota elementary 
normal school diplomas, nor to any students heretofore enrolled in 
a Minnesota state normal school who shall be graduated prior to 
September 1, 1911. 
Sec. 4. The holders of certificates from the state normal schools, showing the 
completion of two years of prescribed work in such schools, shall 
To be endorsed by be entitled to have such certificates endorsed by the superintendent 

s uperintendent of of public instruction and thereby given the full force and effect of a 

public instruction. second grade certificate. 

Gen. Laws of Minn., 1909, Ch 455, H. F. No. 683, pp. 554-555. 



WINONA STATE NORMAL SCHOOL 343 

GENERAL BIBLIOGRAPHY 

Minutes of Normal Board 1859-1910. 
Reports of Normal Board 1859-1908. 
The Rules of the State Normal School Board (St. Cloud Journal Press 

Print, 1899.) 
Reports of Normal School Presidents 1860-1908. 
Catalogs of the School 1866-7 : : 1880-1910.* 
Reports of Superintendent of Public Instruction 1860-1908. 
Messages of Governors 1856-1909. 
Journal of Senate and House 1858-1909. 
General Laws of Minnesota 1859-1909. 
Legislative Manual of Minnesota 1878-1909. 
Reports of Commissioner of Education 1867-1878 (Especially Ch. XLVIII 

of the Report of 1898-99 and Ch. XXII of the Report for 1903.) 
Winona Normal Bulletin 1904-1910. 

Winona Daily Review, November 21, 1859 — November 25, 1859. 
Winona Weekly Republican 1855 — November, 1859. 
Winona Daily Republican 1859-1901. 
Winona Republican-Herald 1901-1910. 
St. Paul Dispatch 1883-1885. 
Education in its Relation to Civilization, W. F. Phelps. Winona Republican 

Press, 1865.) 
Education of the People, the Hope of the Republic, W. F. Phelps. (Winona 

Republican Press, 1874.) 
The Country School Problem, (A paper read before the National Educational 

Association at Minneapolis, August 4, 1875.) W. F. Phelps. 
Centenary Address, National Educational Association, Baltimore, 1876. 

W. F. Phelps. (Salem, Ohio, 1876) 
Kellogg's Teachers' Manuals (No. 20), David P. Page. His Life and Teach- 
ings. W. F. Phelps. (N. Y. and Chicago, 1892) 
Education in the United States, Richard G. Boone (N. Y. 1890) . 
Education in the United States, Nicholas Murray Butler (Albany, N. Y. 1900) 
Education in Minnesota, David L. Kiehle, (Minneapolis, 1903) . 
Bulletin of New York State Education Department, January, (1905), on 

"Higher Education." 
History of Education in the United States, Edwin Grant Dexter (N. Y. 1904) 

This contains a valuable bibliography on the Training of Teachers and 

Normal Schools. 
The Early Schools and Teachers of Winona, Minnesota, Franklin Staples, 

M. D. (Winona Republican Press, 1895; a pamphlet.) 
Three Historical Sketches referred to in preface. 
The Normal School at Winona. "The Charge of Extravagance Refuted by 

Facts." (Winona Republican Press, 1874; a pamphlet.) 
Speech of Hon. N. F. Barnes in House of Representatives at St. Paul, March 

2, 1874. (Printed in the Minnesota Teacher, March, 1874.) 



* Catalogs for 1867-1879 missing. 



344 HISTORICAL SKETCH 

Rise and Growth of the Normal School Idea, J. P. Gordon (Government 
Printing Office, 1891; Bureau of Education Circular of Information No. 8) 

Statement of the Work, Condition, and Needs of the State Normal Schools 
of Minnesota. (A pamphlet, published by authority of the State Nor- 
mal School Board in 1896.) This contains maps showing distribution 
of both graduates and undergraduates by counties. 

Winona and Its Environs, L. H.Bunnell. (Winona, 1897, Jones & Kroeger.) 

The Book of Minnesotans, edited by A. N. Marquis (Chicago, 1907) 

BIBLIOGRAPHY ON CONTINUOUS SESSIONS 

Continuous Sessions of Normal Schools: Educational Review, N. Y., April, 
1898. 

A Paper read before the Department of Superintendence, National Educa- 
tional Association at Chattanooga, Tenn., February 24, 1898. 

Proceedings of State Normal Board, 1894-1898. 

Statement of the Work, Condition, and Needs of the State Normal Schools 
of Minnesota. (Published by authority of the State Normal School 
Board. 1896.) 

Continuous Sessions of Schools, by Prof. E. A. Kirkpatrick. (Review of 
Reviews, August, 1897.) 

Files of Winona Republican-Herald, 1894-1898. 

Files of Winona Republican-Herald, 1904-1907. 

Original Correspondence of Dr. Irwin Shepard for Winona State Normal 
School, 1896-1898. 

Reports of Superintendent of Public Instruction, 1899-1907. 



INDEX 



WINONA STATE NORMAL SCHOOL 



347 



INDEX 



Abbott, Lottie J., on faculty, 257 

Academy for Schoolmasters, 12 

Act of admission of Minnesota, under corner 
stone, 82 

Act establishing Normal Schools in Minnesota, 
16; text of, 17; under corner stone, 82 

Act organizing Territory of Minnesota, under 
corner stone, 81 

Adams, O. D., conducts examination in vocal 
music, 54, 63; first instructor in music, 147; 
leader of St. Cecilia Society, 147; charter 
member of Masonic Lodge, 147", marries Miss 
Worthington, 208; death, 208; on faculty, 
253 

Addams, Jane, delivers class address, 313 

Admission of students, apportioned, 26; ex- 
amination for, 27; uniform standard for, 101 

Agriculture, class in, 67; essay on, 68; in 
early work of school, 124; land grants to pro- 
mote study of, 172 

Aikins, Ida, D.librarian, 139, 257 

Albany, N. Y., Normal School, established, 
14, 15; influence on Winona Normal School, 
14; model school at, 46 

Alder, Louise M., on faculty, 258 

Allen, Secy, of State of Wisconsin, at first 
commencement, 37 

Allyn, Clara, teaches in South America, 181 

Allyn, Franc, Directress of Model Schools, 
Parana, S. A., 181; asked to select teachers 
for S. A., 182 

Alpha Epsilon Literary Society, 163 

Alumni, Directory, 218-253 

American Normal School Association, Wm. 
F. Phelps president of, 188 

Ames, Dr. A. E., member of first prudential 
committee, 21 

Anderson, John A.,- assistant summer quar- 
ter, 259 

Andrews, C. C, at first commencement, 37 

Andrews, Mrs. Charles F., see Winter, Mary E. 

Andrews, Josephine A., on faculty, 258 

Andrews, Katherine, on faculty, 257 

Argentine Republic, Winona teachers in, 180; 
influence of N. A. teachers in, 180; first nor- 
mal school founded in, 180; normal school in 
each province, 181; Miss Armstrong and Mrs. 
Morgan asked to select teachers for, 182; re- 
sults of normal school work, 184-185 
Arithmetic, examination in, 54; 61; mental, 

65; primary, 66 
Armstrong, Clara, teaches in South America, 
182; asked to select teachers for S. A., 182; 
on faculty, 254 
Armstrong, Frances, teaches in South Amer- 
ica, 182 
Art, study of, collection of photographs for, 

150; results of, 151-152; see also Drawing 
Athletics, 161 

Atwood, Nora, director of kindergarten, 158, 
256; granted leave of absence, 158; returns, 
159 
Auburn, N. Y., birthplace of Wm. F. Phelps, 
187 



Austin, Isabella M., on faculty, 257 
Avery, Bernice, teaches in South America, 
182; work in Rioja, 184 

Bache, Professor, visits Europe, 12 

Baker, J. M., donation to Normal School, 24 

Balcombe, St. A. D., donation to Normal 

School, 23 

Baldwin, Anna G., on faculty, 254 

Ball, Kate M., instructor in drawing, 150, 255 

Bancroft, Emma, instrtictor in music, 147, 
254 

Baptist Church, first commencement held in, 
37 

Barnard, Chancellor of Wisconsin State Uni- 
versity, address at Teachers' Institute, 35 

Barnabee, Henry Clay, appears in Normal 
Hall, 211 

Barnard's American Journal of Education, 14 

Barnes, Mr., at first graduating exercises, 67 

Barre, Mass., Normal School established, 14, 
15 

Barrows, Frances W., on faculty, 258 

Basket-ball, 161 

Bates, A. A., on first program, 39 

Battle Creek, Mich., birthplace of J. F. Mills- 
paugh, 192 

Beecher, Henry Ward, appears in Normal 
Hall, 147, 211 

Beede, Mrs., matron, 115 

Bell, Alexander Graham, Charles A. Morey 
works with, 189 

Bell, Charles E., on debate, 165 

Bennett, M. A., donation to Normal School, 
24 

Bennett, Thos. E., contributes Board of 
Trade material for deposit under corner 
stone, 82 

Benney, Louie, on faculty, 255 

Benson & Upman, donation to Normal 
School, 23 

Berry, C. H., donation to Normal School, 23; 
Marshal of the day, 77; urges erection of dor- 
mitory, 113; charter member Winona Society 
of Arts, Sciences and Letters, 143; works for 
kindergarten, 160; biography of, 197; resi- 
dent director, 313 

Berry, Kate L., C. A. Morey marries, 191 

Beverstedt, Ella, assistant summer quarter, 
259 

Bible, under corner stone, 81 

Bibliography, 343-344 

Bingham, Alice H., on faculty, 254 

Bingham, R. H., donation to Normal School, 
23 



Bingham, Sappho E., essay, 
first class, 75 



! ; grade in 



Biography, J. D. Ford, 185-186; principals, 
186-191; presidents. 191-193; resident direct- 
ors, 195-199 

Blaisdell, Lillian, director of kindergarten, 
157 256 



348 



HISTORICAL SKETCH 



Blakely, David, report on Normal School and 
Principal Phelps, 50; appeals for funds for 
Winona Normal School, 51 

Bloomington, 111., State Normal School, 47 

Board, prices of, 115; difficulties of boarding 
in early days, 209 

Board of Control Act, established, 10 

Board of Directors, see State Normal Board 
of Directors 

Board of Education, one for Normal and 
City Schools, 40; liberal action, 43; in pro- 
cession, 77; names under corner stone, 82; 
Thomas Simpson first president, 196 

Board of Trade, constitution, etc., of, under 
corner stone, 82 

Bolcomb, H. C, donation to Normal School, 
23 

Boothe, Florence Y., donates to library, 142 
Boutelle, Clarence M., urged to study at 

Mass. Institute of Technology, 88; on faculty 

254 

Boutwell, Gov. of Mass., tests influence of 
Normal Schools upon cause of education, 14 

Boynton, Mrs. C. H., see Mitchell, Ada L. 

Boyson, Christine H., on faculty, 258 

Brammer, Jessie, assistant summer quarter, 
259 

Brammer, Sara, assistant summer quarter, 
259 

Bratton Ethel C, assistant summer quarter, 
259 

Bray, Dr. E., member of first State Normal 
Board, 21 

Brechbill, Martha, tribute to, from Mrs. 
Mead, 213; on faculty, 254 

Brewster, Gussie A., on first program, 40; 
biographical sketch, 40n; 186-187 

Bridgewater, Mass., Normal School estab- 
lished, 14, 15 

Bristol, Rhode Island, Normal School estab- 
lished, 15 

Broadwell, Anna E., on. faculty, 255 
Brooks, Angeline, kindergarten director, 155. 
255 

Browning, Delia A., on faculty, 254 
Browning, Lucy, director of kindergarten, 

158, 255 
Buck, C. F., donation to Normal School, 24 
Buck, Daniel, at first graduating exercises, 60 
Buck, H. L., lays corner stone of Library 
Building, 112; biography of, 198; resident 
director, 314 
Buck, J. F., on prudential committee, 41 
Buck, Sara E., on faculty, 258 
Buffalo, N. Y., Normal School, adopts plan 

of building of Winona Normal School, 86 
Buildings, plans and specifications, 1859, 25; 
first, furnished by city, 36; arranged for 
model department, 43; location of new, 57; 
plans for first permanent, 60; corner stone 
laid, 77-85; total cost, 87; additions, 103-104; 
appropriation for library building, 111; cor- 
ner stone laid, 112 

Bulletin, see Winona Normal Bulletin 

Burrall, Jessie, assistant summer quarter, 
259 



Burt, David, member of first Prudential 
committee, 22, 313; in charge of Normal 
School, 43; address at first graduating exer- 
cises, 74 

Camp, David N., Supt. of Schools in Conn., 
principal of Conn. Normal School, 47 

Campbell, James S., donation to Normal 
School, 23, 24 

Carbondale, 111., Normal School, adopts plan 

of building of Winona Normal School, 86 
Carlisle, Ellor E., on faculty, 255 
Carney, Mabel, article in Bulletin, 179 
Carpenter, Ida, H. L. Buck marries, 198 
Carter, Harriet I., on faculty, 258 
Carter, Rev. Jas. G., "Father of Normal 
Schools," 12; work for education in Mass., 13 
Cary, Annie Louise, appears in Normal Hall, 
147, 211 

Certificates for undergraduates, 95 
Chapin, Gertrude L., on faculty, 254 
Charles City. Iowa, Irwin Shepard superin- 
tendent of, 191 

Charleston, S. C, Normal School established, 

15 
Charters, W. W., article in Bulletin, 179; on 

faculty, 258 
Child study, 98 

Choate, Antoinette, teaches in South Ameri- 
ca, 182; work in Rosario, 184; on faculty, 255 
Choate, Caroline, on faculty, 257 
Choate, Mrs. H., see Donovan, Harriet 
Chorpenning, Charlotte B., writes school 
song, 112; article in Bulletin, 179; on faculty, 
258 
Christian Brothers' School, 12 
Citizens advance money for building, 85; offer 
to advance money to keep schools open, 91; 
contribute to boarding club, 116 
City Schools, see Winona Public Schools 
Civil war, Prin. Ogden resigns to enter, 41; 

one cause of closing school, 43 
Clapp, Moses E., delivers class address, 313 
Clapperton, R., superintendent, 41 
Clark, Katherine H., assistant summer quar- 
ter, 259 
Clarke, Ann L., on faculty, 258 
Clarke, Julia A., grade in first class, 75 
Class memorials, 152 

Cloyd, D. E., assistant summer quarter, 259 
Cochran, D. H., principal of Albany Normal 

School, 47 
Cole, Sam., donation to Normal School, 24 
Coleman, El Fleda, assistant summer quar- 
ter, 259 
Coleman, Mrs. S. E., matron, 115; leaves 

sinking fund, 115 
Columbian Exposition herbarium, given to 

Winona Normal School, 145 
Commencement, first, 37; program, 39 

Common Council, liberal action, 43; in pro- 
cession, 77 

Cone, R. D., donation to Normal School, 23; 
Mayor's communication, 59 

Connecticut, State of Education in. 12 



WINONA STATE NORMAL SCHOOL 



349 



Constitution of Minnesota, provides for pub- 
lic education. 16; under corner stone, 81 

Constitution of U. S., under corner stone, 81 

Continuous sessions, introduced by Pres. 
Shepard, 103; urged by Pres. Millspaugh, 
106;, 166-171; appropriation asked and 
granted, 167; pamphlet on, 169; effect upon 
enrollment, 169; advantages summarized, 
170; appropriations cut off, 170; act of legis- 
lature provides for resuming, 171 

Cook, Fayette L., visits Winona Normal 
School, 60; grade in first class, 75; reminis- 
cences, 199-202; on faculty, 254 

Cooley, Mary A. W., instructor in music, 148, 
254 

Corner stone, of main building laid, 77-85; 
of library building, laid, 112; of dormitory 
to be laid, 117 

Cornish, N. H., birthplace of John D. Ford, 
185 

Coulter, Etta, on faculty, 258 

Coulter, John M., delivers class address, 313 

Course of study, changed to provide for high 
school graduates, 94; change raises status of 
school, 94-95; for elementary school, 178; 
see also under Curriculum 

Couse, Mary E., donates collection of local 
birds, 145; biographical note, 145n; on fac- 
ulty, 255 

Coyner, John M., founder of Salt Lake Colle- 
giate Institute, 193 

Crafts, Mrs. Wilbur F., see Timanus, Sara J. 

Cravens, Linnaeus P., on faculty, 256 

Curriculum, three periods of development, 
120 ; first course of study, 121 ; course of study 
as outlined by Prin. Phelps, 123; third course 
of study, 125-126; elementary course, 126; 
advanced course urged, 126; elementary 
course modified, 127; advanced course urged, 
127; established, 128; course of 1877, 130; 
third general change, 131; proposals for im- 
mediate future, 135-137 

Curtiss, C. C, charter member of Winona 
Society of Arts, Sciences and Letters, 143; 
on faculty, 254 

Curtiss & Miller, donation to Normal School, 
12 

Dalbey, Estelle, instructor in manual train- 
ing, 176, 257 

Dartmouth College, John D. Ford attends, 
185 

Dates, important, in history of Normal 
School, 9 

Debating societies, see Literary societies 

Declaration of Independence, under corner 
stone, 81 

Defects of American public school system, 
283-285 

De Long, lone E., W. P. Tearse marries, 198 

Delta Delta Delta Literary Society, 163 

Denman, Lottie T., on first program, 39; bio- 
graphical sketch, 39n 

Denton, L. W., on faculty, 254 

Dillon, Jessie, on faculty, 257 

Diplomas, law concerning, 75; presented to 
first class, by Mr. Phelps, 76; law establish- 
ing value as certificates, 99; law repealed, 99; 
validity[and endorsements,|100-101; law pro- 
hibiting renewal of elementary, 113 



Discipline, 98 

Districts, Normal, 21 

Dixon, Edith, assistant in kindergarten, 158, 
257 

Dodge, Vienna, instructor in drawing, 150, 
255 

Domestic science and arts, introduced, 110, 
176; quarters, 176; classes, 176; course in 
sewing, 176; course in cooking, 176 

Donaldson, Mrs. William, see Thorne, Bessie 
M. 

Donnelly, Gov. Ignatius, address at first 
commencement. 37 

Donovan, Harriet, director of kindergarten, 
155, 255 

Doolittle, Willard, donation to Normal 
School 24 

Dormitory, legislature makes appropriation 
for building, 114; Governor vetoes bill, 114; 
Pres. Shepard again urges necessity for, 115; 
ground bought, 115; Pres. Maxwell's report 
on, 115; named for Mr. Morey, 116; appro- 
priation for building, 117; sod broken, 117; 
corner stone to be laid, 117; see also Morey 
Hall, Normal Home 

Douglass, Fred, appears in Normal Hall, 211 

Doxology, at laying of the corner stone, 85 

Drake, Miss, conducts object lesson, 64; class 
in reading, 68 

Drawing, 149-153; first, industrial, 150; later, 
broadened to correlate with other school 
work, 150; means for self expression, 151; 
correlates with manual training, 151 

Drew, William S., member of first pruden- 
tial committee, 22, 313; donations to Normal 
School, 23; selects corner stone, 83; proposes 
three cheers for the governor and the school, 
83; superintendent of building, 85 

Duluth, excursions to, 142; 143; Chamber of 
Commerce, Wm. F. Phelps secretary of, 188; 
Normal School, Wm. F. Phelps resident 
director of, 188 

Dunnell, Mark H., remarks at laying of cor- 
ner stone, 84; acquires Federal library for 
Normal School, 140 

Dyer, W. P., assistant summer quarter, 259 

Eccleston, Sara C, first kindergartner, 154, 
255; in charge of kindergarten system of 
Argentine Republic, 157, 182; translates 
"Child and Child Nature," 182; receives pen- 
sion, 183; Pres. of Y. W. C. A., 183 

Edmunds, Augusta A., grade in first class, 75 

Education, object of, 33; Dr. Millspaugh on, 
108; public interest in, 108 

Education,? in Minnesota, early, 15; endorsed 
in constitution, 16; settlers demand it, 16; 
in Winona, early, 24 

Educational Weekly, Wm. F. Phelps editor- 
in-chief, 188 

Elder. Ferdinand, conducts military drill, 
209 

Elementary school, importance of, 107-108; 
physical education in, 162; course of study 
for, 178 

Elkin, Edwin, lays corner stone, 83 

Ellis, Jennie, tribute to, 203; on faculty, 255 

Elmer, Frances, librarian, 138; on faculty, 
256 



350 



HISTORICAL SKETCH 



Elmer, Mary Barrett, Irwin Shepard marries, 
191 

Emerson, quoted, 12 

Emerson system of physical exercises, 161 

Emporia, Kans., Normal School, adopts plan 
of building of Winona Normal School, 86 

English department enlarged, 97 

Enrollment, character of, 101; marked in- 
crease in, 102; table of, 118; reasons for in- 
crease and decrease, 119-120; effect of sum- 
mer sessions upon, 169 

Ernst, Kate E., director of kindergarten, 
156, 256 

Evans, Alice, on debate, 165 

Evans, Daniel, donation to Normal School, 
24 

Evans, Jeannette R., Guy E. Maxwell mar- 
ries, 195 

Everett, J. R., delivers oration, 112 

Everly, Lu Lester, on faculty, 258 

Everts, Katherine J., on faculty, 257 

Everts, Mary, on faculty, 257 

Examinations, public, 1865, 52; 1866, 60; 
report of examining committee, 70-71; more 
rigorous, 102; physical, 162; Mrs. Mead on, 
213-214; questions for entrance, 317-319 

Faculty register, 253-259 

Fairfield, Ada Laura, assistant in kindergar- 
ten, 155, 255 

Farber, Jennie, teacher in model school, 210, 
254 

Farnham, Frank E., conducts class in gram- 
mar, 68; essay, 69; grade in first class, 75 

Farnum Preparatory, organized by Wm. F. 
Phelps, 188 

Farrington, O. M., donation to Normal 
School, 23 

"Father of Normal Schools," in U. S., 12; 
in Minnesota, 20 

Finkelnburg, Wm. A., donates fossils, 145; 
proposes park scheme, 190 

Fisk University, Mr. Ogden president, 187 

Fiske, John, appears in Normal Hall, 211 

Fockens, Anna C, librarian, 138; on faculty, 

255 
Ford, Dr. John D., father of Minnesota Nor- 
mal School system, 20; Pres. Parker on his 
death, 20; drafted bill for Normal School, 21; 
member of first State Normal Board, 21; 
member of first prudential committee, 22, 
313; urges reopening of school, 43; delegated 
to find suitable principal, 44; goes east on 
quest for principal, 45; interviews Mr. Phelps, 
45; advertises for site for new building, 57; 
interest in public examinations, 67; presides 
at first graduating exercises, 69; presides at 
laying of corner stone, 78; address, 78-79; 
biography, 185-186 
Ford, Joseph D., on first program, 40 
Fort Berthold Mont., expedition to, 143 
Foster, A. P., on prudential committee, 313 

Framingham, Mass., Normal School estab- 
lished, 14, 15 

Frances Elmer room, 138 

Franke, Hermann August, introduced sys- 
tem into Germany, 12 



Frankfort, Ind. high school, J. F. Millspaugh 

principal, 193 
Freedman's Bureau, Mr. Ogden engaged in, 

187 
Freeman, Edwin J., on faculty, 256 
Freeman, J. C, delivers address, 313 
Fremont, Nebr., J. F. Millspaugh practices 

medicine in, 193 
French, Fanny G., on faculty, 256 
Fried, Orrin, on debate, 166 
Fry, Wm., donation to Normal School, 23 
Gagnon, Lynn, assistant summer quarter, 

259 
Gahagan, Lillian M., on faculty, 258 
Galbreath, Louis H., on faculty, 256 
Gale, Rev. A., pronounces benediction at 

laying of corner stone, 85 
Gammel, T. H., member of examining com- 
mittee, 71 
Garlock, Wm., donation to Normal School, 

24 
Gault, N. C, donation to Normal School, 23 
Gaylord, Joseph S., on committee to prepare 

report on manual training, 173; article in 

Bulletin, 179; on faculty, 257 
Geography, examination in, 53; in primary, 

55; in Normal department, 65, 67; study of, 

extended, 98 
George, Almina, assistant summer quarter, 

259 
Gilbert, Christine, conducts examination of 

second primary, 63; in geography, 64; in 

vocal music, 65' in mental arithmetic, 65; 

in vocal music, 68; on faculty, 254 
Gilbert, Henrietta E., instructor in music, 

148, 255 
Gilbert. Levi, delivers class address, 313 
Gilbert, Mary W., on faculty, 256 
Gildemeister, Theda, introduces first manual 

training work, 172; on committee to prepare 

report on manual training, 173; article in 

Bulletin, 179; on faculty, 257 
Gill, Katherine, on faculty, 257 
Gilman, Mary L., on faculty, 257 
Girard College, 12 

Girls' Normal School, Philadelphia, estab- 
lished, 15 

Goetzinger, Christine, article in Bulletin, 179 

Goodrich, Harriet M., instructor in manual 
training, 176, 257 

Gorham, Mary, instructor in music, 148, 254 

Gough, John B., appears in Normal Hall, 211 

Gould, Miss, conducts examination in read- 
ing, 53; in language, 56 

Gould, O. B., Member of Board of Soldiers' 
Orphans Home, 92; charter member of Wi- 
nona Society of Arts, Sciences and Letters, 
143 

Gould, Mrs. O. B., see Couse, Mary E. 

Gowdy, Jean L., assistant summer quarter, 
259 

Graded schools, Winona first town in state 
to organize, 20 



WINONA STATE NORMAL SCHOOL 



351 



Graduates, of Normal School finish at High 
School, 94; of High Schools finish at Normal 
School, 94; High School, admitted on diplo- 
ma, 130; table of, 118; reasons for increase 
and decrease of, 119-120 

Graduation, first, 60; made annual, 95 

Graham, Mary O., work in South America, 
187 

Grammar, drill in, 34; examination, 53 

Grant, Kate, teaches in South America, 181; 
on faculty, 255 

Grant, Mary, librarian, 139, 257 

Gray, G. G., on first program, 39 

Grow, Clara A., on faculty, 255 

Gullette, Albert, assistant summer quarter, 
259 

Gymnasium, need for, 108; one provided, 161 

Haight, Sophia L., on faculty, 255 

Hailmann, Eudora, kindergarten director, 
155, 255 

Hailmann, W. N., gives lectures, 155 

Haltzman, John T., donation to Normal 
School, 24 

Hamblin, Charilla R., on faculty, 254 

Hamilton, Julia S., grade in first class, 75 

Hamilton, Otis, donation to Normal School, 
24 

Hamlin, Leonora A., assistant summer quar- 
ter, 259 

Hamline University, Guy E. Maxwell at- 
tends, 194 

Hansen, Bertha V., on faculty, 258 

Harris, Emily R., on faculty, 256 

Harris, Wm. T., gives talk on kindergarten 
movement, 153 

Hart, Mrs. E. R., see Howe, Etta R. 

Hartman, Mary, on faculty, 255 

Harwood, A. A., comment on Winona Nor- 
mal School, 56 

Haskell, Alfaretta, on faculty, 255 

Haskell, Mr., at first graduating exercises, 67 

Haven, Annette, teaches in South America, 
182 

Hearns, O. O., letter regarding public schools 
of Racine, Wis., 273 

Heath, E. L., assistant summer quarter, 259 

Heath, Rev. Mr., offers prayer at first gradu- 
ating exercises, 65; member of examining 
committee, 71 

Hecker, Johann Julius, introduced Normal 
Schools into Germany, 12 

Herbarium, from Columbian Exposition giv- 
en to Normal School, 145 

Herbartian theory, 98 

Herman Minn., Guv E. Maxwell princioal 
at, 195 

Hewitt, Minnie F., teacher in model school, 
210, 254 

Hickok, Supt., of Penn., address at. first com- 
mencement, 37 

Hilbert, H. J., donations to Normal School, 
23 

Hilbert, N. F., donation to Normal School, 23 

Hitchcock, Eleanor, on debate, 165 



Hodgins, A. F., donations to Normal School, 
24 
Hoffman, Mary E., on first program, 39 
Holcombe, Lieut. Gov. William, first presi- 
dent of State Normal Board, 21; address, 31; 
at first Teachers' Institute 32; presides at 
inauguration of Mr. Ogden, 35; at first gradu- 
ating exercises, 60; address, 72; presents 
bouquets to graduates, 76; address, 263-278 
Holmes, Manfred J., on faculty, 256 
Holstein, Isabelle Margaret, Thomas Simp- 
son marries, 196 
Holt, H. E., holds first summer school for 

music supervisors, 148 
Holzinger, John M., curator of museum, 145; 
studies museum methods, 145; on faculty, 
255 
Hope, Mrs. Wm. R., see Grant, Kate 
Hopedale Normal School, John Ogden presi- 
dent of, 186 
Hopkins, Grace D., on faculty, 256 
Horton, G. W., donation to Normal School, 

24 
Household arts, see Domestic science and arts 
Howatt, Helen, on debate, 166 
Howe, Etta R., on first program, 39 
Hubbell, Frances Eliza, C. H. Berrv marries, 

197 
Hubbell, H. P., on first program, 39 
Hubbell, P. G., on first program, 39 
Hubbell, P. P., 77 

Huff, Henry D., donations to Normal School, 
23; offers site for new building, 58; makes 
second offer, 58 
Huntington, Earl, on debate, 165 
Hygiene, instruction in, 162 
Illustrative teaching, 52 
Indians on the site of Winona, 286 
Industrial museum, 98; developed, 146 
Inglis, Miss M. F., in charge of Normal Home, 
113; efforts in behalf of Normal Home, 114; 
success of her management, 114-115; aids 
Students' Loan Fund, 178 
International Educational Conference, 188 
Jackson Bros., donation to Normal School, 

24 
Jackson, Richard, member of first Board of 

Education, 40 
Jacoby, G. W., donation to Normal School, 

24 
James, George F., delivers class address, 313 
Jarman, Virginia, on faculty, 258 
Johnson Street, vacated, 59 
Johnston, Fannie, on faculty, 257 
Jordan, John J., assistant in psychology, 259 
"Jubilee Singers," Mrs. Ogden assists in 
training, 187 

Karl, Tom, appears in Normal Hall, 211 

Keeler, Jane M., acting preceptress, 115; on 
faculty, 258 

Kellogg, Clara Louise, appears in Normal 
Hall, 211 

Kent, Raymond A., coach of debating team, 
166, on faculty. 258 



352 



HISTORICAL SKETCH 



Kenyon College, Mr. Ogden president of pre- 
paratory department, 187 

Ketchum, Miss L. E., superintendent of 
School of Practice at Bloomington, 47 

Keyes, John, donations to Normal School, 22; 
24; member of first Board of Education, 40 

Keyes, Mary A., on faculty, 256 

Kiehle, David L., summer training schools 
due to, 166; reminiscences, 216-217; delivers 
commencement addresses. 313 

Kimball, D. D., on first program, 39 

Kimball, Isabel M., assistant summer quar- 
ter, 259 

Kimball, Myra, teaches in South America, 
182; work in Argentine, 183; on faculty, 254 

Kimber, Fanny J., on faculty, 254 

Kindergarten department, a pedagogical 
venture, 153; exceeds original purpose, 153; 
date of opening, 154; established independ- 
ently, 154; Normal Board assumes control, 
154; first in Minnesota, 154; training depart- 
ment recognized, 154; tuition, 154; 156; first 
class graduated, 155; exhibit at New Orleans, 
155; authority to issue diplomas, 156; in- 
creases demand for teachers, 156; curricu- 
lum extended, 156; far reaching results, 157; 
special appropriation for, 157; union of kin- 
dergarten and primary work, 157-158; 
course lengthened, 158; commencement pro- 
gram instituted, 158; course second to none, 
159; growth of the work, 159; quarters, 159; 
quarters, 159; number of graduates 160; 
article in Bulletin on, 179 

Kirk, Thomas H., on faculty, 255 

Kirk, Timothy, donations to Normal.,School, 
23 

Kleeberger, G. K.,~ report recommending 
continuous sessions, 168 

Kluge, Charlotte A., on faculty, 257 

Knepper, George E., on faculty, 256 

Kniss, Lydia E., on faculty, 256 

"Knowledge — Its Acquisition and its Ends," 
essay, 68 

Knox, G. W., on first program, 40 

Kuehn, Louise M., on faculty, 258 

Laboratory, first in state at Winona Normal 
School 52 

Laird, J. C, donations to Normal School, 23 

Laird, W. H., donations to Normal School, 23 

Lake, Z. H., donations to Normal School, 23 

Lands, see School lands 

Lane Seminary, 12 

Langdon, Hattie, grade in first class, 75 

Langley property, rented, 115 

Lapham, C. E., C. H. Berry studies law with 
197 

La Salle, Abbe de, founded first Normal 
School, 12 

Latin introduced, 128 

Laws, see School laws 

Leach, Susie A., grade in first class, 75 

Leavitt, Grace W., on faculty, 256 



Lee, Mary V., conducts examination in gram- 
mar, 53; in mathematical geography, 53; in 
grammar, 62; in geography, 67; charter mem- 
ber of Winona Society of Arts, Sciences and 
Letters, 143; tribute from F. L. Cook, 200; 
on faculty, 253; tribute from C. C. Greening, 
204 

Lees, Mrs. Edward, see Ernst, Kate 

Legislature, act of, creating Normal Schools, 
17-19; makes appropriation for first perma- 
nent building, 60; names of members under 
cornerstone, 82; makes second appropriation, 
85; passes act establishing Soldiers' Orphans 
Home, 87; fails to provide for Normal School, 
89; makes permanent appropriation, 92; 
acts regulating value of diploma, 100, 101; 
makes appropriation for dormitory (vetoed), 
114; makes appropriation for ground for 
dormitory, 116; appropriation for building, 
117; action on continuous sessions, 167, 169, 
170, 171, acknowledgments to, by Prin. Og- 
den, 287; chronological list of acts relating 
to Normal Schools, 320-342 

Lehnerts, Edward M., directs military drill, 
161; edits Bulletin, 179; on faculty, 257 

Lewis, Abner, donation to Normal School, 24; 
charter member of Winona Society of Arts, 
Sciences and Letters, 143 

Lexington, Mass.. Normal School established, 
13 

Librarians, 138-139 

Library, 138-142; donations solicited, 138; 
first appropriation, 138; quarters in main 
building, 138; classified by Dewey system, 
138; catalogued, 138; quarters increased, 
139; in Library Building, 139; furniture, 139; 
number of volumes, 140; depository library, 
140; subscription list, 140; association mem- 
berships, 141; circulation, 141; Shepard 
library, 141; donations, 141 

Library instruction, 142 

Lincoln, Abraham, comment of Republican 
on, 37 

Literary societies, 163-166; early, 163; school 
without for several years, 163; junior and 
senior joint work, 163; unsatisfactory to 
students, 164; changes made, 164; school 
societies defunct, 164; independent debating 
society, 164; excellent quarters, 165; time 
for meetings, 165; first inter-state debate, 165 

Livingston, Frank, on debate, 165 

Livingstone, Caroline C, Wm. F. Phelps mar- 
ries, 187 

Long, Delia J., assistant summer quarter, 259 

Lord, John D., urged to study at Mass. Insti- 
tute of Technology, 88; first instructor in 
drawing, 149, 254 

Lord, L. C. — report recommending continuous 
sessions, 168 

Lowell, Mary A., on faculty, 257 

Lozier, Mrs. Abraham W., see Denman, Lot- 
tie I. 

Lyon, Rev. D. C, offers prayer at laying of 
corner stone, 79 

McCool, Jeannette, on faculty, 255 

McOutchen, Mary, on faculty, 258 

McCutchen, W. G., donation to Normal 
School, 24 

McGibney, J. B., instructor in music, 147-254 

McGuane, Marcella, assistant summer quar- 
ter, 259 

Macintyre, Mary E., on faculty, 256 



WINONA STATE NORMAL SCHOOL 



353 



MacKie, Blanche D., instructor in music, 148, 
255 

McMurry, Charles A., on faculty, 256 
McMynn, John G., assistant teacher, 41; elec- 
sion and resignation as principal, 44 

Mallery & Vangorder, donation to Normal 
School, 24 

Mankato Normal School, 92 

Mann, Horace, visits Europe, 12; saves the 
Normal School system to Massachusetts, 13 

Manual training, room, 108; extended, 110, 
171-176; early recognition, 171; report on, 
173-174; introduced into curriculum, 174; 
practice teaching in city schools, 175; im- 
proved quarters, 175; students specializing 
in, 175; instructors, 176 

Manwaring, Wilfred H., on faculty, 257 

Marinette, Wis., Guy E. Maxwell principal 
at, 195 

Markham, Mr., member of Board of examin- 
ars, 37 

Marshall, Gov., expects to attend first gradu- 
ating exercises, 60; telegram of regrets, 70; 
at laying of corner stone, 77; in procession, 
78; address, 89-90 

Martin, Rebecca, director of kindergarten, 
158, 258 

Massachusetts, early Normal Schools in, 12- 

14, 15; model schools in, 46 
Mason County, 111., birthplace of Guy E. 

Maxwell, 194 

Massachusetts Institute of Technology, three 

Winona Normal students sent to, 88 
Massachusetts Magazine, 12 
Matrons, list of, 115 

Matthews, John A., on prudential committee, 
313 

Maverick & Brother, furnish postage stamps 
for deposit under corner stone, 82 

Maxwell, Guy E., elected president, 110; do- 
nates to library, 141; article in Bulletin, 179; 
biography, 194-195; principal of elementary 
school, 257 

Mayor of Winona, in procession, 77 

Mead, Mrs. I. M., librarian, 138; reminiscences, 
212-214; on faculty, 255 

Melvin, S., donation to Normal School, 23 
Memorials left by classes, 151 
Mendelssohn Quintette appears in Normal 
Hall, 147 

Mendelssohn's "Hymn of Praise," sung at 
laying of corner stone, 79; "Hail, America," 
84 
Merriam, Edna Grace, on faculty, 258 
Messenger, J. Franklin, on faculty, 257 
Methodist Church, first graduating exercises 
held in, 60 

Methods, class in, 56; by Miss Sheldon, 63; 
by student teacher, 66 

Military drill, 161, 209 

Millspaugh, Jesse F., elected president, 104; 
record in Salt Lake City, 105-106; presented 
by C. A. Morey, 106; aims of his administra- 
tion, 106; urges continuous sessions, 106; let- 
ter of resignation, 109; donates to library, 
141; "The Meaning of Freedom," 179; biog- 
raphy, 192-194 



Minneapolis requires teachers to be advanced 
graduates, 97 

Mitchell, Ada L., instructor in music, 148, 

255; directs physical training, 161 
Mitchell, Celia M., on faculty, 256 
Model schools, first established, 13; at Albany, 
46; at Trenton, 47; 

at Winona, 13; effect of continuous session 
on, 169; see also Elementary school 
Montgomery, Louise, on faculty, 257 
Morey, Charles A., urged to study at Mass. 
Institute of Technology, 88 selected principal, 
93; tribute of D. Sinclair, 93; tribute of Nor- 
mal Red Letter, 93; resigns, 96; resolutions 
upon, 96-97; upon candidates for president, 
110; dormitory named for, 116; works for 
kindergarten, 160; efforts in behalf of con- 
tinuous sessions, 167-168; efforts in behalf 
of manual training, 172; biography, 189-191; 
on faculty, 254; resident director, 313 
Morey, Frances S., on faculty, 258 
Morey, Jeannette, on faculty, 257 
Morey, Kate Berry, reminiscences ,206-211 
Morey Hall, 113; name given, 116 
Morgan, Mrs. Franc Allyn, see Allyn Franc 
Morrow, Alcinda, teaches in South America, 

182; work in Rosario, 183; on faculty, 255 
Morse, H. D., donation to Normal School, 24 
Munson, William H., on faculty, 257 
Museum, 52; fossils and minerals first col- 
lected, 142; first display, 142; collections 
loaned, 142; expeditions in interest of 142- 
143; physiographical and paleontological 
paintings, 143; Woodman collection, 143; 
John M. Holzinger, curator, 145; field work, 
145; specimens of local fauna, 145; contribu- 
tions, 145; educative purposes of, 146; room 
for, 146; expenses of, 146; see also Industrial 
museum 

Music, examinations in, 54, 63, 65, 68, 69; 
Normal Hall center of musical life, 147; 
methods of Geo. F. Root followed, 148; 
course of study widened, 148; methods of 
Wm. L. Tomlins followed, 148; changes in 
public school music due to cooperation be- 
tween normal and public school system, 148; 
first summer school for music supervisors in 
the west, 148; as an art takes the place 
of music as a science, 148; course in Music 
appreciation, 149; graduates as supervisors, 
149; instruments and library added, 149 

Names, under corner stone, 82; of students 
under corner stone of Library Building, 112 

Nast, Thomas, appears in Normal Hall, 211 

National Educational Association, Wm. F. 
Phelps president of, 188 ; Irwin Shepard sec- 
retary of,- 192 

Neill, Rev. F. D., at first Teachers' Institute, 
32; address at Institute, 33; conducts drill in 
grammar, 34; letter from, 35; address at 
opening of Normal School, 279-286 
New Britain, Conn., Normal School estab- 
lished, 15 
New Orleans, La., Normal School established, 

15 

New York State, early Normal schools in, 14 

Newman, W., donation to Normal School, 23 

Newsnapers, requested to publish proceedings 

of the State Normal Board, 21; under corner 

stone of Library Building, 112 



354 



HISTORICAL SKETCH 



Nicol, Rachel, on debate, 166 

Normal Debating Society, 164 

Normal Hall, center of intellectual life in 
early days of Winona, 147; unsuitable place 
for physical training, 161 

Normal Home, first established, 113; dona- 
tions to, 316-317 

Normal, 111., Normal School established, 15 

Normal Schools, in Europe, 12; 
in U. S., 12 j first fourteen, when established, 

15; conditions in the east, 46; 
in Minnesota, opposition to, 89 
in South America, 180 
history of, 263-275 

"Normal Schools of Europe and America," by 
Wm. F. Phelps, 188 

Norton, D. S., leads legislative delegation 
from Winona Co., 20 

Norton, M. G., on prudential committee, 313 

Norton, Mrs. M. G., efforts in behalf of Normal 
Home, 114, 116 

Norton & Mitchell, donations to Normal 
School, 22, 24 

Nott, Dr., president of Union College, 187 

Norwich, Conn., John D. Ford practices medi- 
cine at, 185 

Object lesson, 64 

O'Brien, Mary E., on faculty, 256 

Occupations and industries, study of, 98 

Ogden, John, elected first principal, 32; travels 
thru the state in interests of Normal School, 
32; inaugural address, 35; ideal of a Normal 
School, 36; presentation of Bible to, 39; 
member of first Board of Education, 40; let- 
ter of resignation, 41; biography, 186-187; 
inaugural address, 287 

Ogden, Mrs. John, see Brewster, Gussie A. 

Olin, R. C, on first program, 39 

Ohio Wesleyan University, John Ogden at, 

.186 

Olivet College, Irwin Shepard attends, 191 

Organ, first used, still in building, 149 

Osten's band, 77 

Oswego, plan, 40; heads the normal school 
movement, 47; system, report on, 48; prin- 
ciples of, 48, influence on Minnesota Normal 
Schools, 49, 123; critic teachers from, 213; 
D. L. Kiehle on, 216-217 

Packard, Harriet M., assistant in kindergar- 
ten, 158; in charge, 158; on faculty, 256 

Paddock, Miss, matron, 115 

Page, Mr., establishes first model shcool, 46 

Page, David P., early teacher of Wm. F. 
Phelps, 187 

Paine, Alice M., on faculty, 258 

Parana, A. R., South America, 181 

Parker, H. I., tribute to Dr. J. D. Ford, 20; at 
first graduating exercises, 67; address, 72 

Parsons, Mary C, J. F. Millspaugh marries, 
193 

Partridge, Lillian, on faculty, 255 

Patterson, Ella, on faculty, 256 

Pauley, Geo. W., erects building for Normal 
Home, 114 



Peckham, Joseph, introduces bill to establish 
Normal Schools in Minnesota, 16; biographi- 
cal sketch of, 16n 
Pelzer, Louis, assistant summer quarter, 259 
Penmanship, class in, 69 
Penney, Edith M., on faculty, 258 
Pestalozzian principles, 47, 49, 123, 216 
Phelps, William F., recommended by Edward 
L. Youmans for principal, 45; comes to Wi- 
nona to consider position, 45; accepts 45; 
abilities, 45; supervisor of first model school 
at Albany, 46; principal of Trenton Normal 
School, 46; inspects work at Oswego, 47; 
prepares report on Oswego school, 47; sends 
Trenton teachers to Oswego, 48; on aims of 
the Normal School, 50; David Blakely on, 
50; conducts class in agriculture, 67; address 
at first graduating exercises, 74; remarks at 
laying corner stone, 81-82; responsible for 
successful plans of building, 87; resigns, 92; 
accepts presidency at Whitewater, Wis., 92; 
tribute of Board, 93; his course of study, 123; 
donates to library, 141; contributes to mu- 
seum, 142; charter member Winona Society 
of Arts, Sciences, and Letters, 143; article 
on Winona Normal School by, 179; articles 
in Winona Norml Bulletin, on, 179; assists 
in selecting teachers for S. A., 182; biogra- 
phy, 187-189; tribute from D. L. Kiehle, 217; 
—from F. L. Cooke, 201-212; —from C. G. 
Greening, 203; — from K. L. B. Morey, 209 
Phillips, Adelaide, appears in Normal Hall, 

147 
Phillips, Wendell, appears in Normal Hall, 211 
Phonantograph, Mr. Morey's improvements 

on, 189 
Photographs, collection for study of art, 150 
Physical education, Pres. Millspaugh urges, 
110; introduced, 111; in early days, 160; Mr. 
Holzinger organizes work among young men, 
160; provision for young women, 161; mili- 
tary drill, 161; athletics dominant, 161; no 
suitable place, 161; new gymnasium, 161; 
aims of department, 161; outline of work, 
162; in elementary department, 162 
Piano, purchased by fines, 115n; new for 

Morey Hall, 115n 
Pickert, Corlis J., on faculty, 254 
Pictures, under corner stone of Library Build- 
ing, 112; collection for art study, 150; mem- 
orials left by classes, 151, 165 
Platteville, Wis., Normal School, debate with, 

165 
Pledge, students', 26, 27 
Poe, Clara A., on faculty, 257 
Poigen, G. W., donation to Normal School, 23 
Porter, C. Horton, donation to museum, 145 
Porter, L. C, donation to Normal School, 24; 

on prudential committee, 313 
Postage stamps, under corner stone, 82 
Postal currency and coins, specimens under 

corner stone, 82 
Pratt, Alice L., on faculty, 258 
Preece, Mrs. T. J., efforts in behalf of Normal 
Home, 114; gives proceeds of reading, 116; 
Preece system of physical exercises used, 161 

Preparatory department discontinued, 102 

Prescott, Geo. W., at first graduating exer- 
cises, 67; address, 73 



WINONA STATE NORMAL SCHOOL 



355 



Presidents, biography of, 191-195 
Principal, title changed to President, 97 
Principals, biography of, 186-191 
Prudential committee, first, 21; directed to 
secure building for reopening, 43; in proces- 
sion, 77; directs construction of building, 85; 
list of members, 313-314 
Prussia, Normal Schools in, 12 
Psychology, courses enlarged, 98 
Public interest in education, 108 
Quincy, Josiah, Jr., donates building for use 

of West Newton Normal School, 13 
Racine, Wis., influence of public schools upon, 

272-273 
"Ragged School" at Oswego, 47 
Ramsey, Gov. Alexander, letter from, 35 
Randall, G. P., draws plans for first perma- 
nent building, 60 
Reading, examination in, 52, 53, 67, 68 
Reading room, first opened, 138 
Reed, Florence A., on faculty, 255 
Reid, D. B., at first commencement, 37; on 

faculty, 253 
Relation of state and school, 279-283 
Remenyi, appears in Normal Hall, 147, 211 
Reminiscences, Fayette L. Cook, 199-202; 
Clara Caswell Greening, 202-206; Kate Berry 
Morey, 206-211; Irene M. Mead, 212-214 
Resident directors, biography of, 195-199 
"Responsibilities of the American Scholar," 

oration by J. F. Millspaugh, 193 
Reunion, at first graduation, 76 
Rheims, earliest Normal School at, 12 
Rhetoricals, introduced, 97; later work in, 163 
Rich, Mary E., on faculty, 258 
Richardson, Elnora, on faculty, 257 
Richardson, Theodore, instructor in drawing, 
150; goes to Minneapolis, 150; on faculty, 254 
Rive-King, Julia, appears in Normal Hall, 147 
Riverside Park, 190 
Roberts, Dimon H., on faculty, 256 
Robinsdale, England, birthplace of Thomas 

Simpson, 195 
Robinson, S. T., on first program, 40 
Rogers, H. C, note of regrets, 70 
Ross, L. S., on faculty, 256 
Row, Sarah M., on faculty, 256 
Ruggles, Clyde O., on faculty, 258 
Russell, S. R., donation to Normal School, 23 
St. Cecilia Society, in procession, 77; gives 
choral, 79, 84; constitution and roll of mem- 
bers under corner stone, 82 
St. Cloud Normal School, 92 
St. Paul Chamber of Commerce, Wm. F. 
Phelps secretary of, 188 

Salem, Mass., Normal School established, 15 

Salt Lake City, Schools in, 105, 193 

Sanderson, Annie, grade in first class, 75; on 
faculty, 254 

Sanderson, Geo. J., essay, 68; conducts class 
in music, 69; grade in first class, 75 

Sandoz, Ernest, paintings of, 143 



Sandt, John H., instructor in manual training, 
176; article in Bulletin, 179; on faculty, 258 

Sargent, M. W., donation to Normal School, 
24 

Sarmiento, Gen'l. D.F., founded first Normal 
School in Argentine Republic, 180 

Saunders, Carrie F., on faculty, 257 

School lands, 15 

School laws of Minnesota, under corner stone, 
82 

School paper, desired, 165 

School Tax, first, 30 

Schurz, Carl, appears in Normal Hall, 147, 211 

Scripture lesson, 65 

Searing, Edward, death of, 105; report rec- 
ommending continuous sessions, 168 

Searle, Frederick, on faculty, 257 

Share, Elizabeth, on faculty, 256 

Sharpe, Franc E., teacher in Model School, 
210, 254 

Sheldon, C. G., on faculty, 258 

Sheldon, Clara P., conducts class, 63; essay, 
68; grade in first class, 97; on faculty, 254 

Sheldon, Edward A., president of State Nor- 
mal School, at Oswego 47 

Sheldon, Verna E., on faculty, 256 

Shepard, Irwin, superintendent of public 
schools, 94; elected principal, 97; extends 
graduate course to two years, 97; experi- 
ments to obtain the best, 98; on diplomas as 
certificates, 99-100; resigns, 104; urges neces- 
sity for dormitory, 115, 116; donates to li- 
brary, 141; president of Winona Society of 
Arts, Sciences, and Letters, 144; establishes 
kindergarten, 153-154; on summer schools, 
166; efforts in behalf of continuous sessions, 
166-168; report on continuous sessions, 170; 
article on Wm. F. Phelps, 179; address at 
funeral of Wm. F. Phelps, 189; biography, 
191-192; tribute to, from Mrs. Mead, 212-213; 
— from E. A. Kirkpatrick, 214; delivers class 
address, 313 

Shepard library, 141 

Shutter, Marion D., delivers class address, 313 

Sibley, Gov. Henry H., signs bill, 17; resigns 
from State Normal Board, 91 

Siddons, Mrs. Scott, appears in Normal Hall, 
147 

Simmons, H. M., delivers class address, 313 

Simpson, Margaret, success of Soldiers' Or- 
phans Home due to, 87; as member of Board 
pays tuition, 92; efforts in behalf of Normal 
Home, 114, 116; relations to Soldiers' Or- 
phans, 211 

Simpson, Thomas, donations to Normal 
School, 23; member of first Board of educa- 
tion, 40; opposes closing the Normal Schools, 
89; chosen president of Board, 91; succeeds 
in keeping schools open, 91-92; urges dormi- 
tory, 113; donations to library, 140; dona- 
tions to library, 140; donations to museum, 
142; member of Winona Society of Arts, Sci- 
ences, and Letters, 144; works for kindergar- 
ten, 160; tribute to C. A. Morey, 190; biog- 
raphy of, 195 

Simpson, Mrs. Thomas, see Simpson, Margaret 

Simpson, Verrazano, donations to Normal 
School, 22, 24 



356 



HISTORICAL SKETCH 



Sindlinger, Lou A., on faculty, 258 

Site for new building, advertised for, 57; 

bought, 58; proposition from city regarding 

59 

Skaneateles, N. Y., birthplace of Irwin Shep- 

ard, 191 
Slang, fines for, 115n 

Small, Albion, delivers class address, 313 
Smith, Caroline V., instructor in music, 148, 
255; directs physical training, 161; article in 
Bulletin, 179 
Smith, E. S., donation to Normal School, 24 
Smith, Elizabeth L., matron and preceptress, 

115; on faculty, 258 
Smith, Frances, on faculty, 258 
Smith, L-. D., donation to Normal School, 24 
Smith, S. G., delivers class address, 313 
Smith, S. J., on prudential committee, 313 
Smith, Sylvester J., member of first pruden- 
tial committee, 22 

Smith, Walter, brought from England to teach 
drawing, 150 

Smith, Misses, matrons, 115 
Smith & Co., Orrin, donations to Normal 
School, 23 

Soldiers' Orphans' Home established, 87; 
board pays tuition for, 92; first appearance 
at school, 210 

Somsen, S. H., biography of, 199; resident 
director, 314 

Song, school, 112 

"Soo" Convention, Wm. F. Phelps, organizer, 

South America, see Argentine Republic 

Special assistant's summer quarter, 259 

Speckman, Bertha H., instructor in drawing, 
151, 256 

Sprague, Kate L., article in Bulletin, 178; on 
faculty, 255 

Staples, Helen Ford, article in Bulletin, 179; 

on faculty, 257 
Staples, Gertrude, on faculty, 255 

State Agricultural Society, secures appropria- 
tion, 114 

State Board of Control, 190 

State Normal Board of Directors, members, 
first meeting, 20; corresponds with other 
State Normal Schools, 21; 121; second meet- 
ing, 25; extract from first report, 29; efforts 
to secure competent principal, 44; at first 
graduating exercises, 67; considers closing 
the schools, 89-91; resolutions upon resigna- 
tion of C. A. Morey, 96; upon his death, 96- 
97; resolutions upon resignation of J. F. 
Millspaugh, 109; contract with Winona So- 
ciety of Arts, Sciences, and Letters, 144; ac- 
tion on continuous sessions, 167-169; intro- 
duces manual training, 174; acknowledg- 
ments from Prin. Ogden, 290; list of presi- 
dents, 314; list of members, 314-316 

Stearns, J. W., chosen tutor, 32; goes to Ar- 
gentine Republic, 161; on faculty, 253 

Stephens, William T., on faculty, 258 

Stevens, Josie A., on faculty, 254 

Stevens, W. H., donations to Normal School, 
23 

Stevenson, Ama C, on faculty, 257 



Steward, Jennie G., instructor in music, 148, 
254 

Stillwater, N. Y., birthplace of W. P. Tearse, 
198 

Stockton, J. L., on faculty, 258 
Stone, Mr., member of Board of examiners, 37 
Storie, Agne G., on faculty, 258 
Story, Jacob, donation to Normal School, 24 
Stowe, Professor, visits Europe, 12 
Strong, Sarah H., grade in first class, 75; 
teaches in South America, 182; work in Ar- 
gentine, 183; death, 183 

Strong, Rev. Mr., at first Teachers' Institute, 
32 

Student Christian Association, Nniversity of 
Michigan, J. F. Millspaugh president, 193 

Student teachers, conduct classes in public, 
63, 64, 65, 66 

Students'_ Loan Fund, established, 177; rules 
for administration, 177; sources, 177; state- 
ment of present condition, 178 

Students' Lyceum, 163 

Subscriptions to Winona Normal School, land 
22-23; money, 23-24 

"Sugar Loaf" monument to the city, 275; de- 
spoiled, 203 

Summer Training Schools for Teachers, 166 

Superintendents of Public Instruction, list of, 
314 

Supervisor of training added, 111 

Swift, Mary, teacher of first model school in 

U. S., 13 
Swing, David, appears in Normal Hall, 211 
Sykes, Mary E., on faculty, 255 
Talmage, De Witt, appears in Normal Hall, 

211 

Taylor Bennett, & Co., donations to Normal 
School, 22, 23 

Taylor, J. W., at first Teachers' Institute, 32 

Taylor, Olive, assistant in kindergarten, 259 

Taylor, Sophronia M., grade in first class, 75 

Tax, see School Tax 

Teacher substituted for the book, 47 

Teacher's vocation, 34 

Teachers, for rural schools, 52; for higher 

grades, 52; Normal, salaries cut, 92; for high 

schools, 94 
Teachers College, Guy E. Maxwell attends, 195 
"Teachers' Hand Book," by Wm. F. Phelps, 

188 
Teachers' Institute, first, 32; membership, 34; 

opening, 34; a valuable factor, 166; list of 

members of first, 319 
Teaching in city schools, 111 
Tearse, Wm. P., biography of, 198; resident 

director, 313 

Temple, Nellie M., on first program, 39 

Terrill, Gertrude O., assistant summer quar- 
ter, 25 

Thackston, John A., on faculty, 258 

Thomas, Belle, on faculty, 255 

Thompson, Adel, assistant summer quarter, 
259 



WINONA STATE NORMAL SCHOOL 



357 



Thompson, Belle S., Mrs. Greening, comment 

on, 204; on faculty, 253 
Thompson, Elizabeth M., on faculty, 258 
Thompson, Maude, on faculty, 258 
Thomson, Miss, conducts examination of 

third grade, 61, 64 
Thome, Bessie M., on first program, 39 
Thursby, Emma, appears in Normal Hall, 

147, 211 
Ticknor, Elisha, early advocate of improved 

education in Massachusetts, 12 
Timanus, Sara J., conducts public examina- 
tion of lowest primary, 54, 62; conducts 
scripture lesson, 65; class in primary arith- 
metic, 66; in primary reading, 67, 68; in pen- 
manship, 69; tribute from F. L. Cook, 202; 
on faculty, 254 
Timerson, Georgia, on faculty, 255 
Tomlins, W. L., delivers class address, 313 
Tompkins, Lillian M., on faculty, 256 
Torgerson, Theodore, on debate, 165 
Torres, Sr., comment upon Winona teachers, 

182 
Treat, C. W., assistant summer quarter, 259 
Trenton, N. J., Normal School, influence on 
Winona Normal School, 14; established, 15; 
a five year experiment, 46; model school es- 
tablished, 47; investigates Oswego methods, 
48 
Trier, Abram, donations to Normal School 23 
Tucker, G. R., on first program, 39; letter 

from, 39n 
Tuition, 26; Kindergarten, 154-155 
Tupper, Luella, on committee to prepare re- 
port on manual training, 173; first instructor 
in manual training, 176, 257 
Turner, Nellie E., on faculty, 256 
Union College, Wm. F. Phelps attends, 187 
United National Bank, card under corner 

stone, 82 
University for Winona, 24 
University of Michigan, J. F. Millspaugh at- 
tends, 192-193 
University of Minnesota, diverts land grants 

for the study of agriculture, 172 
University of Pennsylvania, J. F. Millspaugh 

attends medical department, 193 
University of Wisconsin, H. L. Buck, attends, 

198 
Upman, D., donation to Normal School, 24 
Urso, Camillo, appears in Normal Hall, 147, 

211 
Usinger, Conrad, on faculty, 254 
Vershire, Vermont, birthplace of Chas. A. 

Morey, 189 
Virtue, G. O., on faculty, 257, delivers class 

address, 313 
Voswinkel, Lois E., on faculty, 257 
Wade, Susie E., Directress of Model Schools, 
Parana, S. A., 181 

Walker, Cooper G., on faculty, 254 

Walker, P. E., member of examining com- 
mittee, 71 

Walker, V. J., in charge of Normal School, 43; 
address at first graduating exercises, 73 



Warren, George, donation to Normal School, 

23 
Washburn, Lona, on faculty, 256 
Waterman, Mrs. Chauncey, see Fockens, Anna 
Waterman, C. N., donation to Normal School, 

24 
Webster, A. W., donations to Normal School, 

23 
Webster, Noah, wants better teachers, 12 
Weidensall, Jean, on faculty, 258 
Weld, Frank A., elected president did not ac- 
cept, 104; tribute to C. A. Morey, 191n 
Wessa, Alice, on faculty, 258 
Westfield, Mass., Normal School established, 

14, 15 
West Newton, Mass., Normal School, 13 
Westerly, R. I., birthplace of C. H. Berry, 197 
Wheat, Florence C, on faculty, 255 
Wheeler, Eugenia A., on faculty, 254 
Wheeler Hall, Moorhead, Miss Smith precep- 
tress of, 115 
Wheeler, Sarah L., charter member Winona 
Society of Arts, Sciences and Letters, 143; 
on faculty, 254 
Whitaker, Sarah E., on faculty, 255 
White, Anna M., on first program, 39 
Whitted, Elmer E., on faculty, 256 
Whitten, F. E., donation to Normal School, 

23 
Willard, Helen C, on faculty, 257 
Willett, Herbert L., delivers class address, 313 
Williams, Ellen F., on faculty, 254 
Williams, Mr., member of Board of examiners, 

37 
Williamson, A. W., on first program, 39 
Williamson, Katherine P., assistant summer 

quarter, 259 
Williston, Frances G., on faculty, 257 
Wilsey, Myrta, on faculty, 258 
Wilson, Thomas, donations to Normal School, 
23, 24; address at laying of corner stone, 79- 
81 ; secures additional tax for benefit of Nor- 
mal schools, 114 
Winchester, Miriam C, on faculty, 257 
Windom, Wm., donation to Normal School, 24 
Winona Argus, opposes university in Winona, 
24 

Winona Board of Trade, Wm. F. Phelps sec- 
retary of, 188 

Winona Daily Review, on the value of normal 
school system, 25 

Winona Normal Bulletin, under corner stone, 
112; purpose of, 178; table of contents, 179 

Winona Normal School, established, 15; date 
of opening, 32; ideals of, 36; opening of sec- 
ond year, 41; reasons for closing in 1861, 42; 
reopening 1864, 43; high standing, 46; adopts 
best from Mass., N. Y. and N. J., 49; David 
Blakely on, 50; crowded condition, 51; pub- 
lic examinations, 52; A. A. Harwood on, 56; 
belongs to State not Winona alone, 70; re- 
ports under corner stone, 82; catalog of in- 
structors and pupils under corner stone, 82; 
expansion, 88; lack of appropriation almost 
closes, 89; full attendance, 89; changing 



358 



HISTORICAL SKETCH 



course of study raises status, 94-95; change 
lowers attendance, 95; elimination of those 
unfitted for teaching, 95-96; single session 
adopted, 97; crowded condition, 102; aims, 
111; attendance increased, 119; article by 
Mr. Phelps on, 179; Lieut.* Gov. Holcombe on, 
275 

Winona Plan, 167 

Winona Public Schools, represented in pro- 
cession, 77; Normal students teachingin, 111; 
Wm. F. Phelps superintendent of, 188; Irwin 
Shepard superintendent of, 192 

Winona Republican, reports subscriptions, 22; 
on a university for Winona, 24; records first 
"commencement," 38; on Mr. Ogden's resig- 
nation, 42; on choice of site, 57; on first grad- 
uating exercises, 60; copy under corner stone, 
82; donated to library, 142 

Winona Society of Arts, Sciences and Letters, 
143; purposes of, 143-144; contract with 
State Normal Board, 144; President of State 
Normal School president ex-officio, 144 

Winter, Mary E., on first program, 40 

Woodbridge, F. J. E., delivers class address, 
313 

Woodman collection purchased, 143 



Worthington, Lizzie, grade in first class, 75". 
marries O. D. Adams, 208 

Worthington, M. Louise, on first program, 40 

Wright, Florence, on faculty, 258 

Yale, Wm. H., donation to Normal School, 24 

Yeaton, Anna O., on faculty, 256 

Yellow Stone Expedition, Wm. F. Phelps ac- 
companies, 188 

Youmans Bros., donation to Normal School, 
24 

Youmans, C. M., donates to library, 142 

Youmans, Earle S., efforts in legislature, 43; 
books donated to library, 141; article on 
Wm. F. Phelps, 179; speech in legislature, 
301-312; on prudential committee, 313 

Youmans, Edward L., recommends Mr. 
Phelps, 45 

Youmans, Mary, teaches in South America, 
182; work in Rosario, 184; death, 184 

Youmans, Wm. Jay, on faculty, 253 

Young, E. G., donation to Normal School, 24 

Ypsilanti, Mich., Normal School established, 
15; Irwin Shepard attends, 191 



One copy del. to Cat. Div. 

9 A t-?H:$ 



